Secondary Math Book 1 Final 2

Sec Math 1
In-Sync
Secondary 1 Mathematics
Mathematical Content & Practices In-Sync
PART I
Jordan & Granite School Districts, Utah
Sec Math 1 In-Sync by Jordan and Granite School Districts, Utah is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License.
Secondary Math 1 (In-Sync)
“I CAN” STATEMENTS
(Chapters 0-5)
1.1 I can solve equations and inequalities.
1.2 I can justify steps in solving equations.
1.3 I can solve absolute-value equations and inequalities.
1.4 I can solve compound inequalities. I can use set and interval notation to describe solutions to compound
inequalities.
2.1 I can find and explain solutions to systems of equations graphically.

2.2 I can find and explain solutions to systems of equations algebraically.
2.3 I can write and solve systems of equations and justify the solving method used.
2.4 I can graph/solve/explain an inequality in two variables. I can write/graph/solve/explain systems of
inequalities.
2.5 I can write constraint equations, apply linear programming and explain solution.
3.1 I understand functions. I can use function notation and vocabulary effectively.
3.2 I can interpret/analyze linear functions using tables, graphs, equations and contexts.
3.3 I can interpret/analyze exponential functions using tables, graphs, equations and contexts.
3.4 I can interpret/analyze/compare linear and exponential functions (including end behavior and
continuous or discrete using tables, graphs, equations and contexts.
4.1 I can compare arithmetic and geometric sequences and linear and exponential growth.
4.2 I understand arithmetic sequences as linear functions. I can write explicit and recursive formulas for
arithmetic sequences.
4.3 I understand geometric sequences as exponential functions. I can write explicit and recursive formulas
for geometric sequences.
4.4 I can write arithmetic and geometric sequence formulas from tables, graphs and contexts. I can model
and solve real-life “sequence” problems using tables, graphs, and equations (formulas).
4.5 I can construct and compare linear and exponential functions and systems of exponential and linear
functions.
5.1 I can build new functions by operating on functions (adding, subtracting, multiplying, dividing).
5.2 I can build new functions by composing functions.
Table of Contents
CHAPTER 0: INTRODUCTION TO SECONDARY 1 MATHEMATICS..................................................................................................................... 4
0.1—WHAT ARE NORMS? WHY DO WE NEED THEM?..................................................................................................................................... 5
0.1(task)—Lonely Groundhog ............................................................................................................................................................................ 6
0.2—WHAT IS MATHEMATICAL LEARNING? ..................................................................................................................................................... 8
0.2 (task)—Monopoly............................................................................................................................................................................................. 9
0.2 (task)—Triangle Area Problem ...............................................................................................................................................................10
0.3—TASK BASED LEARNING, INQUIRY AND CLASSROOM TALK ................................................................................................................ 11
0.3 (task)—What’s Your Question?................................................................................................................................................................12
0.4—ASSESSMENT OF TASK-BASED-LEARNING ............................................................................................................................................ 13
0.4 (task)—Taxi Fares .........................................................................................................................................................................................14
0.5—JUSTIFY, HOW DO YOU DO IT? & USING TECHNOLOGY TO LEARN MATH....................................................................................... 15
0.5 (task)—The Garden Problem ....................................................................................................................................................................16
0.5 (task)—The Garden Problem Revisited--use a Spreadsheet Model ........................................................................................17
0.6—FINALIZE MATH NORMS ........................................................................................................................................................................... 18
0.7—FORMATS FOR LEARNING .................................................................................................................................................................. 19
CHAPTER 1: REASONING WITH EQUATIONS .......................................................................................................................... 24
1.0 (TASKS)—WHAT EQUATION & PAYING THE RENT ................................................................................................................................ 25
1.1—SOLVE EQUATIONS AND INEQUALITIES.................................................................................................................................................. 26
1.1a (build)—Create an Equation ..................................................................................................................................................................27
1.1b (refine)—Solving Equations: Is It Correct? ......................................................................................................................................28
1.1c (apply)—Solving Multi-Step Equations .............................................................................................................................................29
1.1d (apply)—Solve for a Variable.................................................................................................................................................................30
1.1e (apply)—Using Formulas .........................................................................................................................................................................31
1.2—JUSTIFY STEPS IN SOLVING EQUATIONS................................................................................................................................................. 33
1.2a (refine)—Algebraic Properties ..............................................................................................................................................................34
1.2b (apply)—Solve Equations & Justify......................................................................................................................................................35
1.2c (apply)—Solve Equations & Justify 2 ..................................................................................................................................................36
1.3—SOLVE COMPOUND INEQUALITIES. USE SET AND INTERVAL NOTATION ......................................................................................... 37
1.3a (refine/apply)—Solve Inequalities ......................................................................................................................................................38
1.3b (refine/apply)—Set and Interval Notation......................................................................................................................................39
1.3c (apply)—Compound Inequalities..........................................................................................................................................................41
1.4—SOLVE ABSOLUTE VALUE EQUATIONS AND INEQUALITIES ................................................................................................................ 42
1.4a (refine)—Absolute Value Equations, Inequalities ........................................................................................................................43
1.4b (refine/apply)—Absolute Value Equations, Inequalities ..........................................................................................................44
1.5 (TASK)—HARVESTING THE FIELDS ........................................................................................................................................................... 45
CHAPTER 1 HELP ................................................................................................................................................................................................ 46
CHAPTER 2: REASONING WITH SYSTEMS OF EQUATIONS ................................................................................................ 56
2.0 (TASKS)—MIXING CANDIES AND KIMI & JORDAN ................................................................................................................................ 57
2.1—FIND SOLUTIONS TO SYSTEMS OF EQUATIONS GRAPHICALLY. EXPLAIN. ........................................................................................ 58
2.1a (build)—What is a Solution? ..................................................................................................................................................................59
2.1b (refine/task)—Chickens and Pigs, What is a System of Equations?.....................................................................................61
2.1c (refine/task)—Where Does the Money Go? .....................................................................................................................................62
2.1d (refine)—System of Equations Graphing Review..........................................................................................................................63
2.2—FIND SOLUTIONS TO SYSTEMS OF EQUATIONS ALGEBRAICALLY. EXPLAIN. .................................................................................... 64
2.2a (build/refine)—Chickens and Pigs, Solving Systems Algebraically......................................................................................65
2.2b (refine/task)—Prove the Elimination Method for Solving Systems .....................................................................................66
2.2c (apply)—Find the Error ............................................................................................................................................................................67
2.3—WRITE & SOLVE SYSTEMS OF EQUATIONS. JUSTIFY METHOD ........................................................................................................... 68
2.3a (build)—Translating Word Problems to Equations, Systems .................................................................................................69
2.3b (refine)—Writing & Solving Systems: Renting Cars ....................................................................................................................70
2.3c (refine)—Systems Tasks ............................................................................................................................................................................71
2.3d (apply/justify)—Writing & Solving
Sec Math 1 In-Sync by Jordan Systems
and Granite Practice ................................................................................................................
School Districts, Utah is licensed under a 72
2.3e (apply)—Systems of Equations: Problems in Context .................................................................................................................73
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License
2.3f (apply)—Systems of Equations Problems: Extra Practice 1 .........................................................................................................75
2.4—GRAPH & SOLVE INEQUALITY IN TWO VARIABLES, WRITE & SOLVE SYSTEM OF INEQUALITIES. EXPLAIN. ............................77
2.2c (apply)—Find the Error ............................................................................................................................................................................67
2.3—WRITE & SOLVE SYSTEMS OF EQUATIONS. JUSTIFY METHOD ........................................................................................................... 68
2.3a (build)—Translating Word Problems to Equations, Systems .................................................................................................69
2.3b (refine)—Writing & Solving Systems: Renting Cars ....................................................................................................................70
2.3c (refine)—Systems Tasks ............................................................................................................................................................................71
2.3d (apply/justify)—Writing & Solving Systems Practice ................................................................................................................72
2.3e (apply)—Systems of Equations: Problems in Context .................................................................................................................73
2.3f (apply)—Systems of Equations Problems: Extra Practice .........................................................................................................75
2.4—GRAPH & SOLVE INEQUALITY IN TWO VARIABLES, WRITE & SOLVE SYSTEM OF INEQUALITIES. EXPLAIN. ............................77
2.4a (build)—Graphing Inequalities in Two Variables ........................................................................................................................78
2.4b (refine/apply) Graphing Inequalities .................................................................................................................................................79
2.4c (build)—Ohio Jones, System of Inequalities .....................................................................................................................................80
2.4d (refine/apply)—Write & Solve Systems of Inequalities .............................................................................................................81
2.4e (apply)—Extra Practice Writing and Solving Systems of Inequalities ...............................................................................82
2.5—WRITE CONSTRAINT EQUATIONS, APPLY LINEAR PROGRAMMING, EXPLAIN SOLUTIONS. ............................................................. 83
2.5a (build)—Systems of Inequalities: Linear Programming............................................................................................................84
2.5b (refine) Linear Programming: Constraints in Problems............................................................................................................85
2.5c (apply)—Linear Programming ..............................................................................................................................................................88
2.6 (TASKS)—CREATE A SYSTEM, WRITING CONSTRAINT EQUATIONS & LINEAR PROGRAMMING PROJECT ...................................89
2.6 (task)—Writing Constraint Equations .................................................................................................................................................89
2.6 (project)—Linear Programming Project ............................................................................................................................................90
CHAPTER 2 HELP .................................................................................................................................................................................................. 91
CHAPTER 3: INTRODUCTION TO FUNCTIONS ..................................................................................................................... 100
3.0 (TASKS)—JACK AND JILL & RAKING LEAVES ...................................................................................................................................... 101
3.1—UNDERSTAND FUNCTIONS. USE FUNCTION NOTATION AND VOCABULARY ................................................................................. 103
3.1a (build)—Functions, Domain & Range, Function Notation .................................................................................................... 104
3.1b (refine)—To Function or Not to Function .....................................................................................................................................105
3.1c (refine)—Function Stories & Terminology ....................................................................................................................................106
3.1d (apply)—Linear Function Situations...............................................................................................................................................107
3.2—DESCRIBE & INTERPRET LINEAR FUNCTIONS. USE CONTEXTS, TABLES, EQUATIONS, GRAPHS, FUNCTION NOTATION. ........ 108
3.2a Interpreting x and y intercepts ...........................................................................................................................................................109
3.2b (review)—Tables, Graphs, Stories, Equations ............................................................................................................................. 111
3.2c (review)—Tables and Equations .......................................................................................................................................................112
3.2d (review)—Linear Representations ...................................................................................................................................................113
3.2e (build/refine)—The Concept of Functions ....................................................................................................................................114
3.2f (refine/apply)—Function Notation...................................................................................................................................................115
3.3—DESCRIBE & INTERPRET EXPONENTIAL FUNCTIONS (CONTEXTS, TABLES, EQUATIONS, GRAPHS, FUNCTION NOTATION) .. 117
3.3a (build)—Looking at Exponential Growth ......................................................................................................................................118
3.3b (refine/apply)—Exponential Functions? .......................................................................................................................................119
3.3c (build)—Functions and Volume .........................................................................................................................................................120
3.3d (refine)—Stories and Graphs, Rates of Increase and Decrease ........................................................................................... 123
3.3e (refine)—Vacation Stories ....................................................................................................................................................................124
3.3f (apply)—Exponential Function Stories ...........................................................................................................................................125
3.4—DESCRIBE, INTERPRET, COMPARE LINEAR & EXPONENTIAL FUNCTIONS (END BEHAVIOR, CONTINUOUS VS. DISCRETE). .... 126
3.4a (review)—Graph Properties Review ................................................................................................................................................127
3.4b (build)—End Behavior ...........................................................................................................................................................................128
3.4c (apply)—All About Linear & Exponential Functions ................................................................................................................ 130
3.4d (apply)—Rate of Change Project .......................................................................................................................................................132
3.4e (apply)—Slope of the Secant Line (Honors) ................................................................................................................................. 133
3.5 (TASKS)—LAKE ALGAE & EXPONENTIAL VS. LINEAR GROWTH ..................................................................................................... 135
CHAPTER 3 HELP ............................................................................................................................................................................................... 136
CHAPTER 4: CONNECTING SEQUENCES & FUNCTIONS..................................................................................................... 148
4.0 (TASKS)—GROWING DOTS & GROWING EVEN MORE ...................................................................................................................... 149
4.1—COMPARE ARITHMETIC & GEOMETRIC SEQUENCES AND LINEAR & EXPONENTIAL GROWTH ............................................... 151
4.1a (build)—Compare Growing Dots and Even More Growing Dots ........................................................................................ 152
4.1b (refine)—Exponential Growth and Decay .....................................................................................................................................153
4.1c (refine)—Linear, Exponential
Creative or Neither 1 ...................................................................................................................................
Commons Attribution-NonCommercial-ShareAlike 3.0 United States License 154
4.1d (apply)—Exponential Growth and Decay .....................................................................................................................................156
2
4.1e (apply)—Linear, Exponential, Neither 2 ........................................................................................................................................ 157
4.2—UNDERSTAND ARITHMETIC SEQUENCES AS LINEAR FUNCTIONS. WRITE EXPLICIT & RECURSIVE FORMULAS. ................... 158
CHAPTER 4: CONNECTING SEQUENCES & FUNCTIONS..................................................................................................... 148
4.0 (TASKS)—GROWING DOTS & GROWING EVEN MORE ...................................................................................................................... 149
4.1—COMPARE ARITHMETIC & GEOMETRIC SEQUENCES AND LINEAR & EXPONENTIAL GROWTH ............................................... 151
4.1a (build)—Compare Growing Dots and Even More Growing Dots ........................................................................................ 152
4.1b (refine)—Exponential Growth and Decay .....................................................................................................................................153
4.1c (refine)—Linear, Exponential or Neither 1 ...................................................................................................................................154
4.1d (apply)—Exponential Growth and Decay .....................................................................................................................................156
4.1e (apply)—Linear, Exponential, Neither 2 ........................................................................................................................................157
4.2—UNDERSTAND ARITHMETIC SEQUENCES AS LINEAR FUNCTIONS. WRITE EXPLICIT & RECURSIVE FORMULAS. ................... 158
4.2a (build)—Explicit & Recursive Formulas for Arithmetic Sequences ................................................................................... 159
4.2b (refine)—Arithmetic Sequences, Explicit and Recursive Equations.................................................................................. 160
4.2c (task)—Kitchen Tiles ...............................................................................................................................................................................161
4.2d (apply)—Arithmetic Sequences & Their Formulas ................................................................................................................... 162
4.3—UNDERSTAND GEOMETRIC SEQUENCES AS EXPONENTIAL FUNCTIONS. WRITE EXPLICIT & RECURSIVE FORMULAS. ........... 163
4.3a (build)—Exponential Function Contexts .......................................................................................................................................164
4.3b (refine)—Explicit & Recursive Formulas for Geometric Sequences .................................................................................. 166
4.3c (refine)—Mixed Practice: Linear & Exponential Sequences ................................................................................................. 167
4.3d (apply)—Geometric Sequences & Their Formulas .................................................................................................................... 168
4.4: WRITE SEQUENCE FORMULAS FROM CONTEXTS, TABLES, GRAPHS. MODEL & SOLVE REAL-LIFE PROBLEMS........................... 169
4.4a (build)—Write Recursive and Explicit Equations from Graphs .......................................................................................... 170
4.4b (refine)—Recursive & Explicit Formulas from Sequences, Tables, Contexts, Graphs ................................................ 172
4.4c (apply)—Story Contexts: Functions in Recursive and Explicit format ............................................................................. 174
4.5—CONSTRUCT & COMPARE FUNCTIONS AND SYSTEMS OF EXPONENTIAL & LINEAR EQUATIONS ........................................... 175
4.5a (build)—Analyze Problems ..................................................................................................................................................................176
4.5b (refine)—Systems of Linear and Exponential Equations ....................................................................................................... 177
4.5c (refine)—Buttons, Buttons, and More Buttons............................................................................................................................ 178
4.5d (refine)—Compare Linear & Exponential Functions: Critical Thinking Questions.................................................... 179
4.5e (apply)—Money Matters........................................................................................................................................................................180
4.6 (TASKS)—POPULATION-FOOD SUPPLY, & BACTERIAL GROWTH ..................................................................................................... 181
CHAPTER 4 HELP ............................................................................................................................................................................................... 183
CHAPTER 5: BUILD NEW FUNCTIONS .................................................................................................................................... 194
5.0 (TASKS)—MONEY MACHINES ................................................................................................................................................................. 195
5.1—BUILD NEW FUNCTIONS: OPERATE ON FUNCTIONS ......................................................................................................................... 196
5.1a (build)—The “Hop To It” Problem ....................................................................................................................................................197
5.1b (refine)—Operations with Functions...............................................................................................................................................199
5.1c (refine)—Add-Subtract Functions: What Happens Graphically? ....................................................................................... 200
5.1d (apply)—Operations on Functions (Partners) ............................................................................................................................ 201
5.1e (apply)—Sum of Functions and Plumbing ....................................................................................................................................202
5.2—BUILD NEW FUNCTIONS: COMPOSE FUNCTIONS................................................................................................................................ 203
5.2a (build)—Discount on Discount ...........................................................................................................................................................204
5.2b (refine)—Composition of Functions: Evaluate and Write ..................................................................................................... 205
5.2c (refine)—Composition of Functions: Problems and Graphs .................................................................................................. 206
5.2d (apply)—Revisit Composition of Functions: Evaluate and Write ....................................................................................... 208
5.2e (apply)—Crude Oil and Gas Mileage ................................................................................................................................................209
5.3 (TASKS)—FLU ON CAMPUS & REVISIT MONEY MACHINES ............................................................................................................... 210
CHAPTER 5 HELP ............................................................................................................................................................................................... 212
3
Chapter 0: Introduction to Secondary 1 Mathematics
4
0.1—What are Norms? Why do we need them?
What are Norms?
Why do we need them?
1. Brainstorm with your group. In your notebook, record your first thoughts about Norms, what they are and
why we need them. Write the date at the top. Title your entry: Classroom Norms. What they are and why
we need them. (Whenever you write in your logbook, first write the date, then the title of the entry. There
may be several entries on a given date.)
2. The Lonely Groundhog.

a. Do the Lonely Groundhog task. In your notebook, record your work, your solution and your thoughts.
Title your entry “The Lonely Groundhog” Task.
b. Be prepared to explain your problem solution or task-response to the class. Be prepared to explain your
reasoning and/or problem-solving process.
3. How did your group work? What is needed in order for the group to be successful in task-based learning?
a. Answer the following questions orally with your group.
i. How did we work together?
ii. What mathematics did we learn?
iii. How did we interact?
iv. How did things develop?
v. What pushed the math along?
vi. Was there space for students to think?
vii. Did everyone in the group participate?
b. Discuss as a group and then record in your notebook the things your group would like to consider as
classroom norms. (Add this to your first Classroom Norms entry.)
c. Be prepared to share your group ideas in the whole-class discussion. In your notebook, record new
ideas you hear for classroom norms. (Add this to the Classroom Norms entry.)
4. After your class discussion about norms, explain the difference between “social norms” and “socio-
mathematical norms” in your notebook. Title this entry “Social Norms and Social Math Norms.”
5
0.1(task)—Lonely Groundhog
(Adapted from Interactive Mathematics Program)
Far, far away, in a land where grassy green hills abound, live small little
creatures known as groundhogs. These groundhogs roam the land
looking for their shadow to see when winter will end. Once winter is over
they live in fancy houses that are decorated with the most beautiful
shapes. Since groundhogs aren’t very creative, they live in houses that
look just like the house of at least one other groundhog. Groundhogs that
live in identical houses always play together. However, one groundhog
has a house different from all the rest. Sometimes this groundhog is left
all alone. If you can help find the lonely groundhog, perhaps you could
introduce it to all the other groundhogs.
The Cards
Your group will receive a set of 40 cards. Without looking at the cards, evenly distribute them amongst the
members of your group. Place them face down. Each card in the set will have a picture of a ground hog’s
house. One card in the set is a singleton, meaning that there are no other cards with a house exactly like it.
Every card other than this singleton has at least one duplicate.
The Task
Your group’s task is to discover the singleton card of the lonely groundhog. When your group thinks they have
located the house of the lonely groundhog the task is ended, whether or not you are correct. Therefore, you must
be sure that everyone is confident of your answer before you announce that you are done.
The Rules
1. You may not show any of your cards to another member in your group.
2. You may not trade or pass your cards to another member in your group.
3. You may not look at other member’s cards.
4. You may not draw pictures or diagrams of the houses.
5. You may not put cards in a common pile once you have found duplicate houses.
6. You may set your cards face down in front of you once you think you have found a match.
Aside from these rules, you may work in any way you choose. You may begin!
Post Game Discussion (possible questions)

What problems did you have in playing this game?
What were your group’s strengths and weaknesses?
How can you help your group work together better and improve your individual participation?
How did you know when you were done?
How confident were you in knowing you had solved the problem?
Why were you so confident?
What mathematics involved in this activity?
What else was mathematical about the ways your group worked?
6
0.1 (homework)—Lonely Groundhog
As you can tell from the activity Lonely Groundhog, people play a variety of
roles when they work in groups. This assignment is an opportunity for you to
reflect upon the way you participate in groups within a math classroom and
outside of a math classroom. Be as thoughtful as possible when you answer these
questions because they are designed to help you.
Note: This homework will not be shared with other students if you do not want it to be.
1. a. Think of a time when you or someone in your group was left out of the discussion. Describe the situation.
Did anyone try to include that person? If not, why not? If yes, then how?
b. What might you have done to help with the situation?
2. a. What has been your experience when someone in your group has made a mistake?
b. How do you think a group should handle mistakes by other group members?
3. a. Think of a time when you wanted to say something, or you did not understand something, but were too
afraid to say something. Describe the situation and why you did not say what you wanted to.
b. How do you wish you would have had handled the situation?
4. Do you participate more or less than other group members? Why do you think you do so?
5. Discuss how the amount of homework preparation you do for class affects your participation in group
discussions and how your preparation affects the grade your group receives?
7
0.2—What is mathematical learning?
On a scale of 1-10, how much do you agree with the following statement?
Be prepared to explain your position.
“mathematical learning = learning math content + learning math practices”
1. Place yourself on the number-line from 1 to 10 (1= not at all, 10=completely agree)
2. Discuss your position with students on your number. Prepare to explain your number choice.
3. In your notebook, write the statement above. Then write your thinking about how much you agree with the
statement. (*Be sure to write the date and the title.)
4. Do the Monopoly Task, then Triangle Area Task. Pay attention to the math and mathematical practices you
are using.
a. In your notebook, record your work. (*Be sure to title.)
b. Be prepared to explain your problem solution or task-response. Be prepared to explain your reasoning
and/or problem-solving process.
c. In your notebook record the following table. Fill in your answers in the table. (refer to the table below.)
Mathematics our group used Mathematical practices our group used
5. In your notebooks, answer the questions below about the Mathematical Practice Standards:
The Mathematical Practice Standards

1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
a. Which of the practice above are related? How?

b. Which of the practices above do you think will be the most difficult? Why?
c. Which of the practices do you think you’re somewhat good at?
d. What does practice standard 1 look like in the classroom? Feel like for you?
e. Give an example of your group’s use of practice standard 2.
f. For practice standard 3, what does viable mean? Was your group argument viable? What was strong
about your argument? Weak? How might you make it better?
g. What do you think practice standard 4 means? Have there been any examples in problem solutions
presented so far?
h. What about practice standards 5-8? Have you used them? Have you seen any examples so far?
i. What questions do you have about the practice standards?
6. In your notebook, write this question and your answer: “Can mathematical practices be learned? Why
or why not?”
7. As a group, consider possible new classroom norms you would like to include on the “norms” list. Be
prepared to share your group ideas in the whole-class discussion. In your notebook, record new ideas you
hear for classroom norms
8
0.2 (task)—Monopoly
You are playing Monopoly. You land on a railroad and lose half your money. Then you must pay $1,000 in
taxes. Finally you pay half the money you have left to get out of jail. If you now have $100, how much money
did you start with?
1. Solve the problem. In your notebook, describe in detail below how you figured out the correct answer.
2. Now, think of a different way that you could solve this problem. Describe this new method in your
notebook.
3. Do you like your first method or your second method better? Why? Make a note in your notebook.
__________________________________________________________________________
4. PRESENTATION of thinking and work: Be prepared to explain your group’s solution and the process you
used to arrive at the solution. Think about how to present your results so the class can see and understand
your work.
5. CRITIQUE and COMPARISON: Observe the other group presentations. In your notebook, write a short
critique; a) write specifically about what is good, b) write questions and suggestions, c) note differences and
similarities among presentations.
9
0.2 (task)—Triangle Area Problem
(from illustrativemathematics.org)
Consider the picture below, consisting of a nested sequence of equilateral triangles. Each of the black triangles
is made by connecting the three midpoints of the sides of the immediately larger white triangle. Find and
evaluate a sum to compute the total area of the black region given that the largest triangle has area 1.
1. In your notebook, record your solution to the problem. Explain your thinking with writing, pictures,
equations, etc.
your work.
10
11
0.3 (task)—What’s Your Question?
When Question Cubes are distributed, make certain no one sees the bottom face of the cube!
The GOALs:
Without looking…
a. As a group, decide what “big question” the group wants answered about the cube.
b. Come up with the best answers they can to their “big question.”
c. Predict what is on the bottom of the cube (without looking).
d. Justify the prediction for what is on the bottom (without looking).
e. Present your group prediction to the entire class.
Everyone look at the bottom together, then…
f. Discuss, as a whole class, the various group inquiry experiences and what was learned about” inquiry”
and “classroom talk.”
Facilitator: One student in each group should be selected to be the facilitator.

 Make certain NO ONE picks up the Question Cube.
 Make certain all conversation is in the form of questions.
 Listen, then write the notes—questions, prediction, justification
a. Questions that were asked to help get to the “big question”
b. The group’s “big question” and answer to the “big question”
c. The group’s prediction for what’s on the bottom of the cube
d. The justification for the group’s prediction
Group members:
 May touch the Question Cube to turn it around in order to view other sides.
 May NOT pick up the cube to view the face that is on the table!
 To DISCUSS the Question Cube; all dialogue must be in the form of a question. If someone wants to
make a statement, they must rephrase it in the form of a question. For example, “I wonder if…”
HOMEWORK: Individual Written Response

1. Description: Write a paragraph describing the Question Cube.
2. Summary: Write a paragraph summarizing what the group did in this activity.
3. Proof: Write a convincing argument that the answer the group got to their “big question” was correct.
4. Reflection: Write a paragraph on what you learned about “inquiry” and “classroom talk.”
12
0.4—Assessment of Task-Based-Learning
a. When you do “task-based learning,” how should your learning of both math content and math
practices be measured?
b. How can we evaluate the quality of the learning?
c. What about collaboration? How can we know what students have learned individually or
contributed to the group?
1. Talk with your group about the questions above. Prepare to share your ideas in the large group discussion.
2. Before your group begins the Taxi Fares task, consider the following rubric to help evaluate learning.
Taxi Fares Assessment Rubric
(1 to 4 high) (1 to 4 high) (1 to 4 high) (1 to 4 high)
Solution/Conclusion Thinking/ Process Math content specifics: Math Practices specifics:
 Answers the question  Is clearly communicated. Linear Equation  Reason abstractly
or problem.  Could be understood by Understandings:  Model with mathematics
 Is presented clearly whoever is looking. a. Rate or slope  Look for and make use
and effectively  Uses drawings, graphs, b. Rate connection between of structure
equations effectively to table and graph
enhance meaning. c. Interpretation of equation
3. After the Taxi Fares task is completed,

a. Use the rubric as a group to assess your group response to the task.
b. Turn this rubric in along with the completed task. (Your teacher will then compare your rubric
assessment with his/her assessment of your task.)
c. As you listen to other groups’ responses, critique their responses using the rubric. This will enable
you to know what makes a good response to task-based-learning.
4. In your notebook,
a. Summarize the Taxi Fares group solution and process.
b. Show the math content learning.
c. Comment on the math practices used.
d. Use the rubric to evaluate your own individual learning.
5. Discuss these questions with your group:

a. What are ways to prove what you’ve learned?
b. What strategies might we put in place to help remember important learning?
6. As a class, what methods will you use to keep track of important learning? (notebook, portfolio, file folder,
wiki-space)
7. Return to the three questions at the top. In your notebook, write an entry titled “Assessment of Task-Based
Learning.” Answer the three questions above in your notebook.
8. Do we have any additions for our possible “classroom norms” list?
13
0.4 (task)—Taxi Fares
Lauren keeps records of the distances she travels in a taxi and what she pays for the taxi.
Distance, d, in miles Fare, F, in dollars

3 8.25
5 12.75
11 26.25
1. If you graph the ordered pairs (d, F) from the table, they lie on a line. How can you tell this without
graphing them?
2. Show that the linear function in part (1) has equation F=2.25d+1.5.
3. What do the 2.25 and the 1.5 in the equation represent in terms of taxi rides?
______________________________________________________________________________
equations, etc.
your work.
6. CRITIQUE and COMPARISON: Critique your own group’s work on the Taxi Fares task. Use the rubric
handout. Then critique other group responses to the task. You may have a few minutes after each
presentation to think.
7. In your notebook, write a short entry about your successes and struggles in the Taxi Fair task. Also, note
what you would do differently if you were to do this task again. (Write your own title for this entry.)
14
0.5—Justify, How Do You Do It? & Using Technology to Learn Math
Part I:
1. The Garden Problem requires you to “justify” your conclusion. How will you do that? Discuss with your
group what you think justify means. In your notebook, write your definition and an example.
2. If different groups have different conclusions, but can justify their conclusion, is it possible for all
groups to be correct? Why or why not?
3. Read the garden problem. (Notice that there are not any numbers. Hint: Think about coming up with
your own numbers to model the problem.)
4. As a group, solve the problem and prepare a presentation to share with the class. (Note: use the rubric
below as you think about your presentation.)
5. Groups will take turns presenting; a) Garden Problem conclusions and b) “justification” for those
conclusions. How is the rubric below different from the one used for Taxi Fares? Use the rubric handout
to evaluate each presentation.

Group Solution/Conclusion Thinking/ Process Group Justification is
 Answers the  Is clearly communicated. members logical and
question or  Could be understood by contribute clearly
problem. whoever is looking. and presented. The
 Is presented clearly  Uses drawings, graphs, participate. math makes
and effectively equations effectively to sense and is
enhance meaning. correct.
6. After all presentations, write in your notebook “What I Think About the Garden Problem.” Write
about the “math practices” you learned about. Write which conclusion you liked best and why. Write
about the math that you learned. You might write about what you would do differently if you could start
over.
Part II: The Garden Problem Revisited with Spreadsheets
1. In your notebook, write an entry: “What I think About the Garden Problem Revisited with
Spreadsheets.” You can write about several of the following questions: What is important? What you
want to remember? Did the spreadsheet modeling of the Garden Problem expand your understanding of
the problem? If so, how? What’s cool? How is it cool? What’s not cool? Why isn’t it cool?
2. Brainstorm with your group. Make a list of all the ways you’d like to use technology to learn math this
year.
3. What new things do we need to consider related to our classroom NORMS?
15
0.5 (task)—The Garden Problem
Bill, Cathy and John were working together to make a garden larger. Bill said, “We have to buy more
fencing because if we increase the area of the garden we will need more fencing to go around.”
Kathy had a different opinion. “That’s not true,” she said, “We can use the same amount of fencing we
have and move it to make the area of the garden larger.”
John disagreed with both Kathy and Bill. He said, “I know a way that we can make the garden larger
and use less fencing.
What do you think? Use graph paper and string to help you think about the problem. Come up with a possible
answer with your group.
 Explain your group’s ideas.
 Decide if Bill, Cathy or John is right.
 Justify your conclusion.
_________________________________________________________________________________________
equations, etc.
your work.
3. After hearing other group’s solutions, would you alter or add to your conclusion? Why or why not?
_________________________________________________________________________________________
16
0.5 (task)—The Garden Problem Revisited--use a Spreadsheet Model
Let’s think about the garden as a rectangle with a constant 36 unit edge (fence).
I. Set up the spreadsheet and enter the data:
 Open an excel spreadsheet.
 Name the variables in the columns (perimeter, width, length, area).
 Enter data into the columns. Start with perimeter, then width, then length and area. Follow directions
below to learn to enter formulas and fill down. (When you type =, the computer recognizes that you
are entering a formula.
Column A Column B Column C Column D

1 Perimeter Width Length Area
= (you fill in the
= (you fill in the formula which will
formula which will give the areas for
2 36 1
give all possible rectangles with
lengths?) different widths and
lengths)
(Highlight C2 & drag (Highlight D2 & drag
= B2+1 (enter this
3 from lower right corner from lower right
formula in B3.)
down to C19.) corner down to D19)
(Highlight cell A2
& drag from the (Highlight B3 & drag
lower right corner from lower right
4 of the cell, down to corner down to B19.
cell A19. This will This will fill in the
fill in the constant possible widths.)
perimeter.)
II. Make the Graph

 Highlight all the data starting with the cursor in A1 and dragging down and right to D19.
 Go to graph or chart wizard (above screen). Choose “XY Scatter” under chart type. Then under
custom types, choose Colored Lines, Column Area, or Line Column.
 Continue through all of the “next” buttons until you come to TITLES. Type in the following
information.
o Chart Title: GARDEN PROBLEM (Constant Area)
o x : Width
o y : Length
 Click on Finish.
 Highlight your graph and move it below the spreadsheet data.
 Print your data and chart.
III. Conclusions: What do you know about the garden problem from looking at the graph? Write your
observations about the data and the graph. Be certain to explain what each of the lines represents.
IV. Extra for Experts: Make a spreadsheet using a constant area of 36 square units and graph it. Then
explain what they tell you about the Garden Problem.
17
0.6—Finalize Math Norms
1. Return to the first page in your log/notebook. Read your entry about “norms”, why we need them and
your group’s ideas for norms.
2. In your notebook, write a new entry with a new date. Title it “Classroom Norms and Why We Need
Them.” Now write what you think is MOST important for classroom norms.
3. Create a poster with your group—use one color marker. Finalize your group’s ideas for what should be
included in “classroom norms.” Make two lists.
a. Social norms
b. Socio-mathematical norms
4. After all posters are hung, do a gallery walk with your group with this purpose: Look for similarities and
differences in the group norm lists. Find norms you might want to include on your poster. Return to your
poster and add them (in a different color marker).
5. After the large group discussion, your teacher will facilitate the making of one poster which will be a
compilation of ideas from the smaller posters to become, “OUR CLASSROOM NORMS.”
18
0.7—FORMATS for LEARNING
To use the textbook to best advantage, please be aware of the following formats used in the text.
 Chapters: Chapters are organized to address the Utah Core Standards
 Learning Cycles Titles—Big Ideas or I Can Statements: Each chapter is divided into “learning
cycles.” These are the big ideas within the chapter—they are also identical to the student “I Can
Statements.”
 The Learning Cycle—build, refine, apply (see visual): Resources in each learning cycle are labeled to
enable students to view learning as a process involving building, refining, and applying mathematical
concepts, skills and practices.
 The Teaching Cycle: For each learning experience within a cycle, students and teachers might refer to
the learning steps as “launch, explore, & discuss.”
 The Help-Desk: Mathematics help for each chapter is located at the end of the chapter.
 Vocabulary: Establish a word-wall and/or a section in the student notebook for easy referral and use of
appropriate vocabulary.
 Student Log/Notebooks: The student will maintain a notebook in which he/she organizes learning
materials. All student work, for example, in-class work, problem responses, notes, homework, etc. will
be filed in this notebook. The organization of the notebook is subject to teacher and student preferences.
 Assessment of Student Learning: Assessment of student learning will take many forms.
a. Traditional tests and quizzes
b. Rubric evaluation of learning tasks (see pages which follow)
c. Student self-assessment (see pages which follow)
d. Teacher observation
e. Portfolio Records of Learning
 Portfolio Records of Learning: Teachers and students are interested in both “proving” and
“remembering” important learning. To accomplish this, students will maintain (as agreed upon by
students and teachers) portfolio records of learning.
a. A file folder with assignments and projects which “prove” important learning.
b. A wiki-space or blog space to which students upload documents, projects or pictures of their
work.
19
20
Math Task Evaluation Rubric (possible)

Solution/Conclusion Thinking/ Process Math content specifics: Math Practices
 Answers the  Is clearly 
question or communicated.
problem.  Could be understood
 Is presented clearly by whomever is
and effectively looking.
 Uses drawings, graphs,
equations effectively to
enhance meaning.
General Rubrics:
Correct Answers
4 Correct answers, work shown, strategies legitimate, from individual
3 Correct answers, work shown, after prompt
2 Close
1 Not close
0 No response or totally incorrect.
Problem Solving
4 Shows sophistication in strategies, generalization, representations, & extension
3 Good strategies. Some good generalization and representation
2 Some reasonable strategies. Weak generalization and representation
1 Tries
0 No response
Communication
4 Exemplary, Clearly describes process and solution
3 Adequate, Some reasoning and detail, not clear
2 Minimal response
1 Tries
0 No response
Understanding
4 Solid Understanding
3 Weak Understanding, struggle, unsure, gets to answers
2 Beginning Understanding
1 Basic recognition of need
0 No Understanding of relationships
21
Student Productivity Skills
Directions 5 = highly skilled

Circle the numbers on the right to indicate overall 4 = Skilled
quality for each level. Next, mark “+” for weaknesses 3 = Moderately Skilled
on the blanks on the left. Comment if desired. 2 = Poorly skilled
1 = Unskilled
Works well with others. 5 4 3 2 1
_____ Contributes to the success of groups
_____ Allows others to contribute and participate
_____ Resolves own conflicts
_____ Displays positive work habits and social skills
Is Responsible 5 4 3 2 1
_____ Follows directions
_____ Uses time wisely.
_____ Meets deadlines, turns assignments in on time
_____ Is responsible without supervision.
Uses technology for a variety of purposes 5 4 3 2 1
_____ Applies technology in completing and improving tasks.
_____ Is comfortable with different forms of technology
Is a productive thinker and worker 5 4 3 2 1
_____ Knows where to go for help
_____ Is able to set and meet short and long-term goals
_____ Uses higher order thinking when solving problems.
Can routinely produce quality work. 5 4 3 2 1
_____ Can develop plans to complete major projects.
_____ Can develop a quality first draft.
_____ Can analyze own work or benefit from the analysis of others.
_____ Can revise drafts to quality based on analysis.
_____ Persists through difficulties and frustrations.
22
Quarter________ Student Self-Assessment Name_______________
Rate yourself on the following questions (1-5high)
1) Do I make certain I understand what my group is doing?
1 2 3 4 5
2) Do I ask clarifying questions?
1 2 3 4 5
3) Do I talk too little, just right, too much?
4) Do I stay on task?
1 2 3 4 5
5) If someone in my group isn’t participating, do I ask them questions and try to involve them in a positive
way?
1 2 3 4 5
6) When we are working together in groups, do I copy answers without making sure I understand?
1 2 3 4 5
7) Do I focus on learning and not just getting the work done?
1 2 3 4 5
8) Do I participate in class by asking or answering questions?
1 2 3 4 5
9) What is my personal overall rating for being prepared and personally responsible for my learning?
1 2 3 4 5
10) Do I go over all my mistakes and make certain I understand?
1 2 3 4 5
23
Chapter 1: Reasoning with EQUATIONS
Utah Core Standards for Mathematics Correlation:
A.REI.1 Explain each step in solving a simple equation as following from the equality
of numbers asserted at the previous step, starting from the assumption that the original
equation has a solution. Construct a viable argument to justify a solution method.
A.REI.3 Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
A.SSE.1 Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a
single entity. For example, interpret P(1+r)n as the product of P and a factor
not depending on P.
A.CED.1 Create equations and inequalities in one variable and use them to solve
problems. Include equations arising from linear and exponential functions.
A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same
reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight
resistance R.
N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs and data displays.
I CAN STATEMENTS:
1.1 I can solve equations and inequalities
1.2 I can justify steps in solving equations
1.3 I can solve absolute-value equations and inequalities
1.4 I can solve compound inequalities. I can use set and interval notation to describe
solutions to compound inequalities.
24
1.0 (tasks)—What Equation & Paying the Rent
1.0a (task)—What Equation?
The solution to an equation is t  8 . The equation has parentheses on at least one
side of the equation and has variables on both sides of the equation. What might
the equation be?
In your notebook,
a. Write possible equations.
b. Prove that your equation works.
Pick your best equation to share with the class.
1.0b (task)—Paying the Rent

A checking account is set up with an initial balance of $4800, and $400 is removed from the account each
month for rent (no other transactions occur on the account).
a. Write an equation whose solution is the number of months, m, it takes for the account balance to reach
$2000.
b. Make a plot of the balance after m months for m=1, 3, 5, 7, 9, 11 and indicate on the plot the
solution to your equation in part (a).
_______________________________
4. In your notebook, record your solution to the problem (including the graph). Explain your thinking with
writing, pictures, equations, etc.
your work.
25
1.1—Solve Equations and Inequalities
Use this blank page to compile the most important things you want to remember for cycle 1.1:
26
1.1a (build)—Create an Equation
Just as we did as a class you are now going to create your own equation.
a. Choose a variable.
b. Decide what value you want your variable to equal.
c. In the left hand column, write each step that you add as you create your equation, as you would give to
another person at that step to solve.
d. In the middle column, draw a visual representation of what the equation looks like.
e. In the right hand column, show that your new equation is still true with the original value.
f. Use at least five steps to build your final equation.
g. Write your final equation on the back to exchange and solve with another student when you are told to
do so.
1. Create your own table. Leave room to write in each space.
Equation Visual Representation Proof that it is still true
2. Record your final equation:__________________________________________________

3. Who solved your equation? __________________________________________________
4. Whose equation did you solve? _______________________________________________
5. Record your work and solution to your classmate’s problem:
6. Did you get the answer that your classmate originally started with? If not, work together to find the
mistake, whether in the solving or the building.
27
1.1b (refine)—Solving Equations: Is It Correct?
(from SLC District)
In each of the following problems, Carlos made a mistake. Find the mistake, then in your notebook …
a. Explain the mistake.
b. Solve the equation correctly.
28
29
1.1d (apply)—Solve for a Variable
REVIEW – Solve for the variable specified. Assume domains include only values that give nonzero denominators.
Example: Solve a + b = c for b b=c+a
1. x + y = z for y ____________ x
4. +2 = z for x ___________
y
2. 2t + u = v for t ____________
5. 4 – xy = z for x ____________
1
3. a +b = 7 for a ____________
3 6. mnp = q for n ____________
Given each formula below, solve for the indicated variable.

(Rearrange the equation so it says variable = the rest of the terms.)
7. I = PRT (Interest = principal • rate • time) 10. y = mx + b (slope-intercept form of a line).
a) Solve for P:___________________ a) Solve for m:___________________
b) Solve for R:___________________ b) Solve for b:___________________
8. C = 2πr (Circumference = 2 • π • radius) 11. y – y1 = m(x – x1) (Point-slope form of a line).
a) Solve for r:___________________ a) Solve for y:___________________
b) Solve for π:___________________ b) Solve for m:___________________
9. Ax + By = C (standard form of a linear equation)

12. C = (F – 32) (Celsius temperature related to
a) Solve for y:___________________ Fahrenheit temperature).
b) Solve for x:___________________ a) Solve for F:___________________
30
1.1e (apply)—Using Formulas
1. Use the formula d = rt to fill in the chart 2. Use the formula d=rt to answer the following
below. questions.
First, solve the formula d = rt for r _______ a) Leslie is driving her old Volkswagen Bug to
and for t ________ college and she wants to get there in 3 hours
to meet her roommate. If her college is 200
miles from home how fast will she have to
d = distance r = rate t = time
drive?
5 mph 2 hours
b) Joe is driving his 1970 Chevelle to college
and wants to get there in p hours to see
7 feet/second 10 seconds
Leslie. If his college is f miles from home
how fast will he have to drive?
2 feet/minute 12 minutes
k feet/minute 10 minutes c) If Tom has to travel farther than Joe to get to

college but wants to get to their in the same
10 mph t hours amount of time as it takes Joe to get there
what will he have to do to his speed?
12 miles 6 mph
35 miles 5 mph d) If Sarah lives in the same city as Joe but it

takes her longer to get to college what does
15 miles 10 mph that tell us about her speed?
30 miles q mph
m miles 8 mph
d miles r mph
32 miles 16 hours
10 miles 2 hours
15 miles 7 hours
h miles 5 hours
20 miles t hours
d miles t hours
a miles p mph
31
3. Use the triangle area formula 1
4. Use the formula A  bh to answer the
1 2
A  bh to fill in the chart below.
2 following questions.
1
First, solve the formula A  bh a) Pamela wants to plant a triangular garden in
2
for b_______ and for h_______. her backyard and has 45 square feet of soil
to use. She wants the base of her garden to
line up against the back of her shed which is
10ft long. What will be the height of her
A = area b = base h = height garden?
10 cm 5 cm
b) Howard is laying triangular tiles in his
bathroom the area of each tiles is 6 square
2 cm 8 cm inches and the height is 4 inches. What is
the length of the base of each tile?
8 cm h cm
c) If Pamela increases the Area of her garden
25 cm2 10 cm but keeps the length of the base then same
(i.e.; she still wants the base of the garden to
10 cm2 2 cm line up against the shed) what will she have
to do to the height of the garden?
A cm2 6 cm
d) If Howard swaps out his tiles for ones that
20 cm2 8 cm have a height bigger than 4 inches but wants
to keep the area the same what will he have
9 cm2 h cm to do to the base of each tile?
A cm2 h cm
r cm2 p cm
g cm2 v cm
32
1.2—Justify Steps in Solving Equations
33
1.2a (refine)—Algebraic Properties
16. Write a real-life example in which the
Use the stated property. Distributive Property would be useful. Write
Write an equivalent expression. an expression that demonstrates this example.
1. Identity Property of 17. Nate lives 32 miles away from the mall. The
c +0 ? distance from his house to the mall is the same
Addition
as the distance from the mall to his house.
2. Identity Property of Which property does this represent? Explain.
22b ∙ 1 ?
Multiplication
3. Multiplicative
286 ∙ 0 ?
Property of Zero Name the property demonstrated by each
4. Commutative Property statement.
x+z ?
of Addition
5. Commutative Property 18. 9 • 7 = 7 • 9 ?
k∙6 ?
of Multiplication
19. 37 • 0 = 0 ?
6. Associative Property
(1 + 3) + 9 ? 20. 1 • 87 = 87 ?
of Addition
7. Associative Property 21. 14 + 6 = 6 + 14 ?
(w ∙ h) ∙ l ?
of Multiplication
22. 3(6a) = (3 • 6)a ?
8. Symmetric Property x>3 ?
23. 2b + 0 = 2b ?
9. Exponential Property 24. If 24 = 2x, then 4 = x ?
33 = 3x x=
of Equality
10. Addition Property of 25. 1 • mp = mp ?
x=4 x+3=?
Equality 26. 6b + 0 = 6b ?
11. Additive Inverse a + (-a) ? 27. 7x • =0 ?
4 5 28. 6 + (5 + m) = (6 + 5) + m ?
12. Multiplicative Inverse  ?
5 4 3 4
29.   1 ?
4 3
Answer Completely
30. -14 = 14 = 0 ?
13. A football team is on the 35-yard line. The 31. If 10 = 10, then 10 + 13 = 10 + 13 ?
quarterback is sacked at the line of scrimmage.
The team gains 0 yards. Which identity or 32. If x = 5, then 3x = 15 ?
property does this represent? Explain.
33. If x = 12, then x – 7 = 12 – 7 ?
14. Write two equations demonstrating two 30 30
34. If 30 = 30, then  ?
properties of your choosing. 5 5
35. If x = 6, then 6 = x ?
15. Does that Commutative Property sometimes,
always, or never hold for subtraction? Explain
your reasoning.
34
1.2b (apply)—Solve Equations & Justify
You have discussed many algebraic properties and are now ready to logically justify your reasons for
solving equations. Justify each step of the following solution of an equation.
1. b. x3
Steps Justification
(2 x  3)  7  4 x  2 Fill in the missing step for solving each equation
a. 2 x  (3  7)  4 x  2 and the missing justifications.
b. 2 x  10  4 x  2 4.
Steps Justification
2 x  2x
12(t  5)  5 0
c. 0  10  4 x  2
a. Distributive Prop
d. 10
 2x  2
b. Property of
e. 10
 2x  2
Equality
2 2 c. 12t 55
f. 10
 2x  0 
12 12
g. 10  2 x
d. 55
h. 10 2 x 1t 
 12
2 2 e. Multiplicative
i. 5  1x Identity
j. 5 x
k. x5 5.
2. Steps Justification
Steps Justification 9x  
7 2(5x  12)
6x  4 a. Distributive Prop
 2x  5
4 b.
a.  6x  4  c. Additive Inverse
4   4  2 x  5 d. 7  1x  24
 4 
e. 7  1x  24
b. 6x  4 4(2 x  5)
24  24
c. 6 x  4  8x  20
f. Additive Inverse
d. 6 x  4  8 x  20
g. Additive Identity
6 x  6x h. 31  x
e. 4 2 x  2c
 i. x  3
f. 4 2 x  2c

20 +20 6.
g. 24=2c Steps Justification
h. 24 2 x 9  729
x
 a. Substitution
2 2
b.
i. 12  x
i. x  12
Solve each equation and justify each step.
3.
Steps Justification
7. 3(x + 4) – 2(3x – 2) = 1
5  125
x
a. 5x  53 8. 2x + 25 = 5x + 10
35
1.2c (apply)—Solve Equations & Justify 2
Solve the following equations for the unknown 10. 7x = 343

variable. Justify the steps using appropriate
algebraic properties. m 2m 1
11.  
16 3 9
1. 3(x – 1) = 2 (x + 3)
12. 5(y + 20) – 10y = 5
2. 2 = 8
x
Set up an equation for each problem. Solve

showing all steps.
3. 9(x – 2) = 9
13. An engineer is building a suspended platform to
x4 2 raise bags of cement. The platform has a mass
4.  of 200 kg, and each bag of cement is 40 kg. He
11 5
is using two steel cables, each capable of
Solve. Show all steps, but no justification is holding 250 kg. Write an equation for the
required. number of bags he can put on the platform at
once, and solve it.
5. 12(x – 5) + 5 = 0
14. Lydia inherited a sum of money. She split it into
9x  3 5 five equal parts. She invested three parts of the
6. 
6 2 money in a high-interest bank account which
added 10% to the value. She placed the rest of
1 her inheritance plus $500 in the stock market
7. 8 x  but lost 20% on that money. If the two accounts
8
end up with exactly the same amount of money
in them, how much did she inherit?
 1  35
8. 4  c   
 4 2
15. Pang drove to his mother’s house to drop off her
w w new TV. He drove at 50 miles per hour there
9.  7
5 2 and back, and spent 10 minutes dropping off the
TV. The entire journey took him 94 minutes.
How far away does his mother live?
36
1.3—Solve Compound Inequalities. Use Set and Interval Notation
37
38
39
40
41
1.4—Solve Absolute Value Equations and Inequalities
42
43
1.4b (refine/apply)—Absolute Value Equations, Inequalities
Evaluate the following expressions. Use the following situations to write and solve an
1. 12 equation using absolute values.
13. Scientists are watching a test of a nuclear blast

2. 12  (12) from a protective bunker. The bunker must be
25 km North or South of the blast – any further
3. 1  2 away, and they will not be able to get a reading.
Any closer, and, well…you know. Km south
are considered negative, and km north are
4.  7  2  5
considered positive. Write and solve an
inequality that shows proper placement of the
5. 4  4  14 bunker.
14. A polling organization reports that 52% of

Solve the following equations for the variable. registered voters preferred candidate W. The
Don’t forget to use the word “or”! If the polling technique used has a margin of error
equation has no solution, write “no solution”. of 3%. (The results are considered to be
accurate within a range of 3% on either side of
6. x  5  3
the reported figure.)
a. What are the upper and lower boundaries
7.  5r  1 4 for the actual percent of voters who
support candidate W?
8. 2  3 d  6 
14 b. Represent the upper and lower
boundaries using an absolute-value
equation.
9. 5  5 | 2 x  8 |5 c. Is it possible that candidate W is not
actually preferred by the majority of
10. | y  9 |2y voters? Explain.
15. On KUTV News meteorologist Sterling Poulson

Solve each inequality. Then graph the solution. “guarantees” his weather. If his prediction for
11. h  1.5  3 the high temperature for the day is within 2
degrees a viewer wins a “Sterling Said It
Would” umbrella.
2p 8
12. 9 a. Sterling predicted the high for the day
4 would be 54○ F, what are the upper and
lower boundaries of the daily
temperature?
b. Write an absolute-value equation to
represent Sterling’s prediction.
c. Represent the upper and lower
boundaries using inequalities.
44
1.5 (task)—Harvesting the Fields
Ice Cream Van
You are considering driving an ice cream van during the summer vacation. Your friend,
who “knows everything,” tells you that “It’s easy money.” You make a few inquiries and
find that the van costs $600 per week to rent. Each ice cream cone costs 50 cents to make
and sells for $1.50. For each of the questions below, show all work and include an
explanation of your method of solution.
1. How many ice cream cones would you have to sell each week just to cover the cost of
renting the van?
2. In order to sell the ice cream cones, you have a choice of driving the van through neighborhoods or parking the van in
a public area. Typical selling data is that one can sell an average of 35 ice cream cones per hour at each of your
planned stops if driving through neighborhoods, while you can sell an average of 30 ice cream cones per hour if one
parks the van in a public area.
a. If you choose to drive the van, you will have to consider the time spent driving the van, which will depend on the
average speed from stop to stop on your route, as well as the cost of gasoline, which will depend on the number of
miles per gallon the van gets. Make reasonable estimates for these and any other costs you feel would be relevant.
If you drive an average of 180 miles per week, how many ice cream cones would you have to sell just to cover the
cost of driving the van for a week (not including rental costs)?
b. If you choose to park the van, you will have to pay a one-time seasonal permit fee and weekly space rental. If the
seasonal permit costs $90.00 and space rental ranges from $140 to $150 per week, how many ice cream cones
would you have to sell just to cover the cost of parking the van for a week (again, not including rental costs)?
Identify any assumptions you make.
3. How many hours a week will you have to work in order to make this “easy money”? After how many hours would the
amounts you earned under each of the two options be the same? How much money might you be able to make if you
were willing to work really hard? Identify and take into account any additional expenses for the additional hours.
Explain your reasoning clearly.
Harvesting the Fields

TASK: A team of farm-workers was assigned the task of harvesting two fields, one twice the size of the other.
They worked for the first half of the day on the larger field. Then the team split into two groups of equal
number. The first group continued working in the larger field and finished it by evening. The second group
harvested the smaller field, but did not finish by evening. The next day one farm-worker finished the smaller
field in a single day's work. How many farm-workers were on the team?
________________________________________
For the problems above:

equations, etc.
2. PRESENTATION of thinking and work: Be prepared to explain your group’s solution and the process
you used to arrive at the solution. Think about how to present your results so the class can see and
understand your work.
3. CRITIQUE and COMPARISON: Observe the other group presentations. In your notebook, write a
short critique; a) write specifically about what is good, b) write questions and suggestions, c) note
differences and similarities among presentations.
45
46
47
48
49
1.2 Help: Use Algebraic Properties to Justify Steps in Solving Equations
Algebra Properties: Let a, b, and c be real numbers, variables, or algebraic expressions.
Property Example
2 2
Commutative Property of Addition a+b=b+a 3x + x = x + 3x
Commutative Property of
ab = ba (3 - x)x2 = x2(3 - x)
Multiplication
Associative Property of Addition (a + b) + c = a + (b + c) (x + 3) + x2 = x + (3 + x2)
Associative Property of
(ab)c = a(bc) (3x • 2)(5) = (3x)(2 • 5)
Multiplication
a(b + c) = ab + ac 3x(5 + 2x) = (3x• 5) + (3x • 2x)
Distributive Properties
(a + b)c = ac + bc (y + 5)4 = (y • 4) + (5 • 4)
Additive Identity Property a+0=a 7x2 + 0 = 7x2
Multiplicative Identity Property a•1=a 8y • 1 = 8y
Additive Inverse Property a + (-a) = 0 5x2 + (-5x2) = 0
1 1
Multiplicative Inverse Property a• =1 (x2 + 3) • 2 =1
a (x + 3)
Symmetric Property of Equality If a = b then b= a
Exponential Property of Equality If b is a positive number other than 1, then bx = by if and only if x = y.
Sample problem: Justify the steps in solving an equation:

(4 x  3)  7  6 x  6 Given
4 x  (3  7)  6 x  6 Associative property of addition
4 x  10  6 x  6 Subtract the same amount from both sides of an
4 x 4 x equation. Maintain equality in an equation
10 2x6
10 2x6 Subtract the same amount from both sides of an
6 6 equation. Maintain equality in an equation
4  2x
4 2x Divide both sides of an equation by the same number.
 Maintain equality in an equation.
2 2
2  x
x  2 Symmetry property of Equality
50
51
52
53
54
Chapter 1 Help Links
Solving Equations:
 http://www.purplemath.com/modules/solvelin.htm
 http://regentsprep.org/Regents/math/ALGEBRA/AE2/LSolvEq.htm
 Video: http://www.khanacademy.org/math/algebra/solving-linear-equations/v/solving-equations-1
Write/solve word-problems:
 http://www.homeschoolmath.net/teaching/teach-solve-word-problems.php
Solving Absolute Value Equations and inequalities:

 http://www.purplemath.com/modules/solveabs.htm
 http://www.purplemath.com/modules/absineq.htm
 Video: http://www.youtube.com/watch?v=rC4bRSQetvQ
Compound Inequalities and Absolute value inequalities:

 http://www.slideshare.net/rfant/compound-inequalities-algebra-2
 http://www.coolmath.com/algebra/07-solving-inequalities/06-compound-inequalities-01.htm
 http://www.algebralab.org/studyaids/studyaid.aspx?file=Algebra1_6-3.xml
Practice:
 http://hotmath.com/help/gt/genericalg1/section_4_2.html
Set and interval notation:

 http://www.regentsprep.org/Regents/math/ALGEBRA/AP1/IntervalNot.htm
Practice interval notation:

 http://www.regentsprep.org/Regents/math/ALGEBRA/AP1/IntPrac.htm
55
Chapter 2: Reasoning with Systems of Equations

A.CED.2 Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.
A.CED.3 Represent constraints by equations or inequalities, and by systems of equations
and/or inequalities, and interpret solutions as viable or non-viable options in a modeling
context. For example, represent inequalities describing nutritional and cost constraints
on combinations of different foods.
A.REI.5 Prove that, given a system of two equations in two variables, replacing one
equation by the sum of that equation and a multiple of the other produces a system with
the same solutions.
A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with
graphs), focusing on pairs of linear equations in two variables.
A.REI.11 Explain why the x-coordinates of the points where the graphs of the equations
y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the
solutions approximately, e.g., using technology to graph the functions, make tables of
values, or find successive approximations. Include cases where f(x) and/or g(x) are linear,
and exponential functions.
A.REI.12 Graph the solutions to a linear inequality in two variables as a half-plane
(excluding the boundary in the case of a strict inequality), and graph the solution set to a
system of linear inequalities in two variables as the intersection of the corresponding
half-planes.
I CAN STATEMENTS:
2.1 I can find and explain solutions to systems of equations graphically.
2.2 I can Find and explain solutions to systems of equations algebraically.
2.3 I can write and solve systems of equations and justify the solving method used.
2.4 I can graph/solve/explain an inequality in two variables. I can
write/graph/solve/explain systems of inequalities.
2.5 I can write constraint equations, apply linear programming and explain solutions.
56
2.0 (TASKS)—Mixing Candies and Kimi & Jordan
2.0 (task) Mixing Candies:

A candy shop sells a box of chocolates for $30. It has $29 worth of chocolates plus $1 for the box. The box
includes two kinds of candy: caramels and truffles. Lita knows how much the different types of candies cost per
pound and how many pounds are in a box. She said,
If x is the number of pounds of caramels included in the box and y is the number of pounds of truffles in the
box, then I can write the following equations based on what I know about one of these boxes:
 x+y=3
 8x + 12y + 1 = 30
Assuming Lita used the information given and her other knowledge of the candies, use her equations to answer
the following:
1. How many pounds of candy are in the box?
2. What is the price per pound of the caramels?
3. What does the term “12y” in the second equation represent?
4. What does “8x + 12y + 1” in the second equation represent?
2.0 (task)—Kimi and Jordan
Kimi and Jordan are each working during the summer to earn money in addition to their weekly allowance.
Kimi earns $9 per hour at her job, and her allowance is $8 per week. Jordan earns $7.50 per hour, and his
allowance is $16 per week.
a. Jordan wonders who will have more income in a week if they both work the same number of hours.
Kimi says, "It depends." Explain what she means.
b. Is there a number of hours worked for which they will have the same income (in a week)? If so, find that
number of hours. If not, why not?
c. What would happen to your answer to part (b) if Kimi were to get a raise in her hourly rate? Explain.
d. What would happen to your answer to part (b) if Jordan were no longer to get an allowance? Explain.
__________________________
For problems above…

equations, etc.
your work.
57
2.1—Find Solutions to Systems of Equations Graphically. Explain.
58
2.1a (build)—What is a Solution?
Find the solution to each equation below.
1. x + 7 = 10
2. 5y = 15
3. 4x – 6 = 10 16. Why did you write solutions as ordered
4. In your own words, describe what a solution pairs?
is (talk with your neighbor). 17. Is it possible to list every single solution to
5. Refine your definition of a solution now that these equations?
we have discussed it as a class. A solution 18. Finish the sentence: To show every solution
is…_________ to an equation with two different variables
6. Can there be more than one solution to an you…______________.
equation? Why or why not? 19. Show the solution to the equation, y = x + 3
Find a solution to each equation below (it is okay and describe in detail why it is the solution.
to guess).
7. x + y = 12
8. m – n = 2
9. xy = 24
10. y = 2x + 1
Compare your solutions with your neighbor.
11. Is the definition for a solution the same if you
have two different variables in your equation
as opposed to only one variable?
12. How many total solutions are there for 20. Why do you draw arrows on your graph?
equations with more than one variable? 21. Put a smiley on the graph where the solution
is negative.
Practice: Find four solutions to each equation.
22. Put a star on the graph where the solution is a
Write the solutions as ordered pairs.
fraction.
13. y = 2x
23. Are solutions to the equation y = x + 3 just
x y (x, y) integer points on the line (like the tables in
#13, 14) or are they continuous along the
line?
24. Research the words continuous and discrete.
What do they mean and how do they relate to
question #23? (entrance slip tomorrow)
14. x + y = 5
x y (x, y)
15. y = 3x
x y (x, y)
59
60
2.1b (refine/task)—Chickens and Pigs, What is a System of Equations?
A farmer saw some chickens and pigs in a field. He counted 60 heads and
176 legs. Problem solve with your group to find out exactly how many
chickens and how many pigs he saw.
Share and discuss methods for solving the problem. These methods might include a table, a
graph, equations, etc.
__________________________________
equations, etc.
your work.
61
2.1c (refine/task)—Where Does the Money Go?
Kim currently has $25 and decides to save $10 per week from her weekly babysitting job.
Jenny currently has $160 and decides to spend $5 per week on entertainment.
1. Write an equation that describes Kim’s savings.
2. Write an equation that describes Jenny’s spending.
Graph the equations you wrote for Kim and Jenny on the graphing calculator. Then draw a sketch of the
graph in your notebook. Just use a simple grid as below.
Conclusions:
3. Which axis represents the number of weeks? Label that axis.
4. Which axis represents the amount of money each girl will have? Label that axis.
5. How long will it take Jenny to run out of money at this rate if she has no additional income?
6. How long will it take Kim to have $150?
7. What does it mean when the two graphs intersect?
8. When will Kim and Jenny have the same amount of money?
9. Who has more money after 10 weeks?
10. Who has more money after 15 weeks?
62
2.1d (refine)—System of Equations Graphing Review
Solve the following systems by graphing without a graphing calculator. Then check them on the graphing
calculator
y  3 x y 4 x y  2
1. 2. 3.
y x  3 3x  3 y 
12 x  y 2
x  2y 
3 2x 3y  12 2x  y 4
4. 5. 6.
x 5 2x  y 4 y  2x 
3
y x  6 y 6x  6
 2x  8 y 6
7. 8. 9.
y x  2 y 3x  6
 x  4y  3
Use a graphing calculator to solve each system of equations. Remember you might have to change your
equations to slope-intercept form to enter them in the calculator. Record your graphs on graph paper.
y 2x 3 5.23x  y 7.48 2.32x  y 6.12

10. 11. 12.
y 0.4x 5 6.42x  y 2.11 4.5x  y 6.05
13. The manager of a school store is ordering shirts printed with the school name and mascot. The cost is
$6.50 for each shirt plus a one-time design fee of $75 to create the stencil for the name and mascot. The
school store will be selling the shirts for $8.00. Write two equations below, one for “cost” and one for
“revenue.” Then use your graphing calculator to find the solution to the system. Interpret what the
solution means in context of the story. (Hint: You will have to change your viewing window on your
calculator)
63
2.2—Find Solutions to Systems of Equations Algebraically. Explain.
64
2.2a (build/refine)—Chickens and Pigs, Solving Systems
Algebraically
You can solve systems of equations using methods other than graphing. If you know these
methods, you can choose the easiest method for each problem. To study these methods, revisit
the chickens and pigs problem.
A farmer saw some chickens and pigs in a field. He counted 60 heads and 176 legs. Problem solve
with your group to find out exactly how many chickens and how many pigs he saw.
1. When you first solved chickens and pigs, you probably used Solve the following systems of equations. Use any of
a trial and error method. Use trial and error to solve the the following methods.
following System equations. Show the trials and errors to
get to the solution.  Graphing
10
x y   Substitution
x y 2  Elimination
 Trial and error (pick 1 problem—hint: pick
Now we will examine some algebraic methods to solve systems this one first)
of equations
Explain why you used each method.
2. The substitution method. x  2 y  15 Elimination because all I
a. Start with 2 equations in slope intercept form: 1.  have to do is multiply
Heads equation: __________________ 5 x  y  21
the top equation by -2.
Legs equation: ___________________
x 2y  3 Substitution because I
b. Solve one equation above for the variable. 2.  already have one
4 x  5 y  9
equation in terms of x.
c. Substitute from the 1st equation into the 2nd equation (so
you only have one variable). Solve for that variable. 2 x  3 y  9

3. 
5x  3 y  12
d. Knowing the value of one variable, substitute back in to
find the value for the other variable. Show ALL work. 3x  2 y

3. The elimination method. 4. 
5x  3 y  12
 Write the equations in this form 2 x  3 y  4
Heads equation_________ = 60 
Legs equation__________ = 176 5. 
2x  8 y  19
 y  2x
 Line the equations up one above the other like an 
addition problem. You are going to add the 2 equations
6.  y x  7
together to arrive at 1 equation by eliminating a variable.
(You may need to multiply one of the equations in order 2 x  5 y  1
that a variable will be eliminated. See if you can figure 
7. 
3x  7 y  3
out how to do this.)
 Knowing the value of one variable, substitute back in y 2x 1
to find the value for the other variable. Show 
8. 
4x  2 y  18
ALL work.
 1
y   x5
 3
9.  y  x  7

x  y  5

2 x  y 10
10.
65
2.2b (refine/task)—Prove the Elimination Method for Solving Systems
The QUESTION: Why does the elimination method work in solving a system of equations? (You will
present your reasoning to the class)
Finding the Answer to the question: (Study the sample problem below to help you get started.)
To use the elimination method, we actually create 2 extra equations (in bold below). The question is,
“why can we do that”?
To eliminate the variable y, multiply the top Then solve

The Problem
equation by 2, and then add the equations. for y.
1st equation: 3x + y = 12 1st equation: 3x + y = 12 (2) x  2y 3
2nd equation: x – 2y = -3 3 2y  3
So 6x + 2y = 24 (3rd equation)
 2y 6
+ x – 2y = -3 (2nd equation)
7x = 21 (4th equation) y 3
x 3
Suggestion: Use graphs as the basis for your reasoning. Use graphing technology to graph the equations
(calculators, software or Geogebra). Here is a link to a good online graphing calculator:
http://my.hrw.com/math06_07/nsmedia/tools/Graph_Calculator/graphCalc.html )
Use the following steps to answer the question:
1. Thinking about the 3rd equation: Is it OK to multiply the 1st equation by 2? Why or why not?
2. Generalize: Does your answer to question 2 always apply (no matter the equations or the numbers you
multiply or divide by)?
3. Thinking about adding the 3rd equation and the 2nd equation: Why can we add the two equations
together? What does the 4th equation tell us about the solution? (hint: look at the graphs)
4. Generalize: Does your answer to question 3 always apply (no matter the system or whether you add or
subtract to eliminate a variable and solve for the solutions)?
66
2.2c (apply)—Find the Error
Christina was solving the following problems, but was having some troubles. In each problem, she made a
mistake. See if you can help her fix the mistakes.
1. Find the mistake.

2. Explain the mistake
3. Redo the problem correctly.
___________________________________
___________________________________
___________________________________
___________________________________
67
2.3—Write & Solve Systems of Equations. Justify Method
68
2.3a (build)—Translating Word Problems to Equations, Systems
Variable
Equation Equation The solution and
Word Problem and what it
(words) (math symbols) what it means
represents
Peter and Rick went to the g = prince of cost of guitar picks +
music store. Peter bought guitar string cost of guitar strings +
some guitar picks for $6 cost of drumsticks –
and a package of guitar coupon = final bill
strings. Rick bought some
new drumsticks for $8.
Then Peter remembered
he had a coupon for $5
off. The final bill after the
coupon was $15. How
much was the package of
guitar strings?
Scott and Jake spent a h = cost of total amount spent =

total of $75 at the football hat entrance cost x number
game. It costs $10 for one of people + cost of hat
person to get into the x number of hats
game. Each boy bought a purchased + cost of
team hat. Scott also magazine
bought a team magazine
for $15. What is the cost
of one hat?
Jan noticed at the store x = price of a 1) 1) 1) The price of a

that a sweater costs $3.95 sweater sweater is?
more than a shirt. She
bought 3 shirts and 2 y = price of a
sweaters and the total cost shirt
(before tax) was $71.65. 2) 2) 2)
What is the price of a
shirt?
Luke purchased 2 pairs of 1) 1) 1)

pants and 3 pairs of shorts
for $84. If a pair of shorts
is 12 less than a pair of
pants, determine the price
of a pair of shorts. 2) 2) 2)
69
2.3b (refine)—Writing & Solving Systems: Renting Cars
7. How many miles would you have traveled,
Kurts Car company charges $25.20 for a daily renting from Kurts, if the final cost (before
rental plus $ .60 per mile. Rent-A-Wreck car taxes) is $35.40?
company charges a flat rate of $42 for the same
model car. 8. If you travel 30 miles, what would be the cost
renting from Hurts? Rent-A-Wreck?
1. Fill in the following tables:
Kurts 9. For what situation is Kurts better?
Miles Calculations Cost H(x)
10. For what situation is Rent-A-Wreck better?
5
50 11. After how many miles will the prices be the
100 same?
12. Make up two price plans where the cars would

x be the same cost at 130 miles. Both plans must
include a charge for mileage. Represent the two
Rent-A-Wreck price plans both algebraically and graphically.
Miles Calculations Cost R(x)
Writing assignment:
You are the business consultant to the Hurts Car
Company. Your job is to present the two price
plans to the management team. Your presentation
should include an explanation of how the two plans
x affect the customer and how the company might
benefit or lose from the two plans. How might each
plan affect sales? How might each plan affect
overall profit?
2. Write the equations for each company when
traveling x miles. Extra for Experts:
H(x) =
R(x) = 1. Imagine that you have an odometer that can
record negative miles if the car is in reverse.
3. Graph. Then label the independent and Hurts charges the same fees for going in reverse
dependent variables. as they do for a car going forward. On the same
graph, plot the charges for a rented car that goes
4. What is the slope (rate of change) for each in reverse for 20 miles and another car that goes
company’s pricing plan? forward for twenty miles.
5. What does the slope represent for each 2. Imagine that Hurts charges the same $25.20 +
company? (Write this in a sentence.) $.60 per mile rate, except that the mileage is
rounded so that renters pay $.60 for the first 0.5
6. What is the y-intercept for each company’s
– 1.4 miles and then an additional $.60 if they
pricing plan? (Don’t forget that the y-intercept
go 1.5-2.4 miles, and so on. Graph this situation
should be written as a point.)
for the first ten miles. .
70
2.3c (refine)—Systems Tasks
Dimes and Quarters
The only coins that Alexis has are dimes and quarters.
 Her coins have a total value of $5.80.
 She has a total of 40 coins.
1. Which of the following systems of equations can be used to find the number of dimes, d, and the number of
quarters, q, Alexis has? Explain your choice. Then solve the system.
d q 5.80 d q 40
a. b.
40d  40q 
5.80 0.25d  0.10q 
5.80
d q  5.80 d q 40
c. d.
0.10d  0.25q 
40 0.10d  0.25q 
5.80
Growing Coffee
The coffee variety Arabica yields about 750 kg of coffee beans per hectare, while Robusta yields about 1200 kg
per hectare (reference). Suppose that a plantation has a hectares of Arabica and r hectares of Robusta.
a. Write an equation relating a and r if the plantation yields 1,000,000 kg of coffee. Then create the graph
for the equation (use graphing calculator if desired). Online graphing calculator link:
http://my.hrw.com/math06_07/nsmedia/tools/Graph_Calculator/graphCalc.html
b. On August 14, 2003, the world market price of coffee was $1.42 per kg of Arabica and $0.73 per kg of
Robusta. Write an equation relating a and r if the plantation produces coffee worth $1,000,000. Then
create the graph for the equation (use graphing calculator if desired)
c. To produce a million kg of coffee for a million dollars, how much of the plantation is planted in Arabica
and how much in Robusta? Explain your solution.
_________________________
For Tasks above, be sure to follow these steps.
1. In your notebook, record your solution to the problem. Be sure to sketch the graphs created on graphing
calculators. Explain your thinking with writing, pictures, equations, etc.
your work.
71
2.3d (apply/justify)—Writing & Solving Systems Practice
a. Write equations to solve the following problems.
b. Solve for the solution to the system.
c. Justify the method used to solve the solution.
1. Nadia and Peter visit the candy store. Nadia buys three candy bars and four fruit roll-ups for $2.84. Peter
also buys three candy bars, but can only afford one additional fruit roll-up. His purchase costs $1.79.
What is the cost of a candy bar and a fruit roll-up individually?
2. A small plane flies from Los Angeles to Denver with a tail wind (the wind blows in the same direction
as the plane) and an air-traffic controller reads its ground-speed (speed measured relative to the ground)
at 275 miles per hour. Another, identical plane, moving in the opposite direction has a ground-speed of
227 miles per hour. Assuming both planes are flying with identical air-speeds, calculate the speed of the
wind.
3. An airport taxi firm charges a pick-up fee, plus an additional per-mile fee for any rides taken. If a 12-
mile journey costs $14.29 and a 17-mile journey costs $19.91, calculate:
a. the pick-up fee
b. the per-mile rate
c. the cost of a seven mile trip
4. Calls from a call-box are charged per minute at one rate for the first five minutes, then a different rate
for each additional minute. If a 7-minute call costs $4.25 and a 12-minute call costs $5.50, find each
rate.
5. A plumber and a builder were employed to fit a new bath, each working a different number of hours.
The plumber earns $35 per hour, and the builder earns $28 per hour. Together they were paid $330.75,
but the plumber earned $106.75 more than the builder. How many hours did each work?
6. Paul has a part time job selling computers at a local electronics store. He earns a fixed hourly wage, but
can earn a bonus by selling warranties for the computers he sells. He works 20 hours per week. In his
first week, he sold eight warranties and earned $220. In his second week, he managed to sell 13
warranties and earned $280. What is Paul’s hourly rate, and how much extra does he get for selling each
warranty?
7. Supplementary angles are two angles whose sum is 180○. Angles A and B are supplementary angles. The
measure of angle A is 18○ less than twice the measure of angle B. Find the measure of each angle.
8. A 150-yard pipe is cut to provide drainage for two fields. If the length of one piece is three yards less
than twice the length of the second piece, what are the lengths of the two pieces?
9. A baker sells plain cakes for $7 and decorated cakes for $11. On a busy Saturday the baker started with
120 cakes, and sold all but three. His takings for the day were $991. How many plain cakes did he sell
that day, and how many were decorated before they were sold?
10. Twice John’s age plus five times Claire’s age is 204. Nine times John’s age minus three times Claire’s
age is also 204. How old are John and Claire?
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2.3e (apply)—Systems of Equations: Problems in Context
Mixture Stories Percent stories: Read the story. Define the givens
and write 2 equations. Solve use substitution or
1. Twenty pounds of dried fruit mix contained elimination.
prunes worth $2.90 a pound and apricots worth
$3.15 a pound. How many pounds of each did 1. Mr. Hill had a part of his $5000 savings in an
the mix contain if the total value of the mix was account that earned 8% interest and the rest in
$59.75? an account that earned 12% interest. How much
2. Thirty pounds of dried fruit contained apples did he have in each account if his annual income
worth $3.15 a pound and pears worth $4.25 a from the total investment was $514.80?
pound. How many pounds of each did the mix 2. Mrs. Pine had a savings of $9000, part of which
contain if the value of the mix was $107.70? was invested at 7% interest and the rest at 9%
3. Peanuts worth $2.90 a pound were mixed with interest. How much did she have invested at
cashews worth $4.60 a pound to produce a each rate if her annual income from the
mixture worth $3.50 a pound. How many investments was $741.60?
pounds of each kind were used to produce 51 3. Mr. Toya had a part of his $5000 savings in an
pounds of the mixture? account that earned 7% interest and the rest in
4. Coffee worth $2.95 a pound was mixed with an account that earned 9% interest. How much
coffee worth $3.50 a pound to produce a blend did he have in each account if his annual income
worth $3.30 a pound. How much of each kind from the total investment was $404.20?
of coffee was used to produce 44 pounds of 4. Marc invested part of his $1590 in account with
blended coffee? a 13% interest rate and the rest in an account
5. I have a total of 13 dimes and quarters which with a 15% interest rate. How much did he
equals $2.05. How many quarters and dimes do invested in each account if his annual income
I have? from the total investment was $227.90?
6. A change purse has 100 nickels and dimes in it. 5. A 9% solution of sulfuric acid was mixed with a
The coins total $7. How many of each coin are 30% solution of sulfuric acid to produce an 18%
there? solution. How much 9% solution and how
7. The bank has a large display of pennies and much 30% solution were used to make 21 liters
nickels. The value of the coins in the display is of 18% solution?
$24 and the coins total 800. How many of each 6. Milk that was 3% butterfat was mixed with
coin is in the display? cream with 36% butterfat to produce 33 liters of
8. Henry has $4.25 in change consisting of dimes half-and-half with 18% butterfat content. How
and quarters. He has a total of 26 coins. Find much of each was used?
the number of dimes and quarters. 7. Copper that was 63% pure was melted together
with copper that was 90% pure to make 18
kilograms of an alloy that was 75% pure. How
many kilograms of each kind were used?
8. A 45% salt solution was mixed with a 75% salt
solution to produce 15 kilograms of solution
that was 67% salt. How much of each solution
was used?
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Rate and Perimeter Problems
1. In Prairie Dog Creek, Geri can row 60 km
Problem solving steps: downstream in 4 hours or she can row 36 km
a. Write givens and define our variables----- upstream in the same amount of time. Find the
you should have 2 things you are trying to rate she rows in still water and the rate of the
find so you should have 2 variables current.
b. Write 2 equations----since you have 2 2. A jet liner flying east with the wind traveled
variables you need 2 equations to solve. 3600 km in 6 hours. The return trip, flying
Each equation should have one of each against the wind, took 8 hours. Find the rate at
variable in them which the jet flew in still air and the rate of the
wind.
c. Solve for your variables---use graphing (not
recommended), substitution, or elimination-- 3. The perimeter of a rectangle is 68 cm. The
-use your judgment as to which way would length is four cm more than the width. Find the
be best (remember what we talked about dimensions of the rectangle.
earlier)
4. The perimeter of a rectangle is 132 meters. The
d. Check---either do it a different way or length is 2 m more than three times the width.
substitute both answers in to both equations Find the dimensions of the rectangle.
and see if it is true
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2.3f (apply)—Systems of Equations Problems: Extra Practice
Divide into groups to work on the following problems and arrive at a solution. Create tables, graphs, and
equations to justify your solutions or conclusions. Be prepared to show your work and explain all aspects of
your problem and conclusions to the larger group.
1. Pick the best cell phone plan.

ChitChat cell phone company charges a monthly fee of $35 plus $0.05 per text that you send or receive.
Number
of 0 50 100 150 200 250 300 350 400 450 500
Texts
Total
Bill
TalkAway cell phone company charges a monthly fee of $20 plus $0.10 per text that you send or receive.
Number
of 0 50 100 150 200 250 300 350 400 450 500
Texts
Total
Bill
2. Battleship
You are navigating a battle ship during war games. Your course will take you across several enemy shipping
lanes. Your mission is to lay mines at the points where the enemy lanes intersect. The enemy shipping lanes
are represented by the following equations. At what points do you lay your mines? Explain the method(s)
you used to find your answer.
 Enemy Lane 1: x – y = 4
 Enemy Lane 2: 3x – y = 10
 Enemy Lane 3: x – 2y = –2
3. Bike Trip
You are planning your vacation and are going to rent a bike for the trip. The Green Bicycle Company
charges $20 plus $10 per day to rent a bicycle. The Blue Bicycle Company charges $30 plus $8 per hour.
You are going to rent your bike for 7 days. Your sister will only be renting hers for 4 days. Where should
you and your sister rent to get the best prices on renting a bike? Explain.
What will be your total charge to rent the bike? Your sister’s charge? Justify your answer.
4. Skate Park Comparison

You and your friends want to go to a skate park on Saturday. There are two parks in your neighborhood,
Sam’s Skate Park, and Brad’s Skate Park. The parks both charge for skating at their park. Each parks price
is described below. Which park will you use and why? Consider different situations.
Sam’s Skate Park: $3 to get into the park and $1 for every hour.
Brad’s Skate Park: $5 to get into the park and $0.50 for every hour.
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5. Car Rental Comparison
Your family is planning a summer vacation to San Diego this summer. You are in charge of choosing the
best car rental company to rent a car from. You are comparing the Rent-a-Wreck and Hurts. The price
plans for each company is described below. Which company should you go with and why? Consider
different situations.
Rent-a-Wreck: Charges a flat rate (meaning there is no charge for mileage) of $40 a day.
Hurts: Charges $25 a day and $0.50 per mile.
6. Renting Skates
Young Rental rents inline skates for $5 plus $3.00 per hour. They charge to the nearest quarter hour.
Riddle Rental competes with Young Rental by renting inline skates for $8 plus $2.50 per hour. Compare the
rental programs. Consider when one is cheaper than the other. Can you draw any conclusions about their
strategies?
7. Selling Lemonade
Your younger sister wants to earn money by selling lemonade. The cost of starting the business is $1.20.
The cost to make the lemonade is $.06 per cup. She sells the lemonade for $.25 per cup. How many cups of
lemonade must she sell before making a profit?
8. Two Job Offers

You have been offered a job marketing medical products. The company has two salary plans. Plan A pays a
monthly salary of $700 plus a commission of $50 for each medical product you sell. Plan B pays a monthly
salary of $500 plus a commission of $70 for each product sold. Analyze the income for the two plans.
9. Ed and Glenda’s Road Trip

Mr. Ed and Ms. Glenda are both taking road trips to LA. Mr. Ed (in his green Toyota) started 50 miles from
San Jose and drives at an average speed of 30 mph. Ms. Glenda (in her pink Chevy) started 10 miles from
San Jose and drives at an average speed of 40 mph. Create a data table, make a graph, and write equations.
Use the table, graph and equations to answer the following questions.
a. Who will get to LA first? How do you know?
b. When will their cars be next to each other on the freeway? How can you tell?
c. How far from San Jose will they be when they meet?
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2.4—Graph & Solve Inequality in Two Variables, Write & Solve
System of Inequalities. Explain.
77
78
2.4b (refine/apply) Graphing Inequalities
1. Suppose Mountain Sales Bicycle Shop makes $100 on each Model X bike sold and $50 on each Model Y
bike sold. The bike shop’s overhead expenses are $1500 per month. At least how many of each model bike
must be sold each month to avoid losing money?
a. Write the inequality.
b. Rewrite the inequality in y = mx + b form.
c. Graph the inequality.
d. Color in the graph to show the numbers of x and y models which must be sold in order to make a
profit.
Graph the inequality (use coordinate grids like the one

at right). Identify the solutions.
2. 5x + 3y < 15
3. 3y – 12 < -4x
Graph the solution to each linear inequality. Make sure to use the correct kind of border line.
4
4. y  x 1
3
5. 2 x  6 y  24
Solve each inequality and graph the solution on a number line.
6. 56  5x  96
2
7. 30  x  22
3
8. 5(2 x 1)  15  2(3x  2)
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2.4c (build)—Ohio Jones, System of Inequalities
Ohio Jones System of Inequality adventure (Use graph paper to find where he should stand.)
Ohio Jones (Indiana’s lesser-known younger brother) is trying to gain entrance to the
Lost Temple de los Dulces. When he arrives at the temple, there is a warning sign and
three statues.
The first one comes to life and says, “Once you enter the main room, when the bell
1
rings, you must be standing on the floor where y  5  x .”
2
Ohio nods; just as Ohio is about to enter, the second statue comes to life and says,
“Beware! You will die if you do not stand on the floor where 6x – 3y > 18 is true!”
Ohio stops hesitantly – which statue should he listen to? Finally, the third statue comes
to life and says “Both of the other statues are telling the truth. You must listen to their
words. And, you must only stand on squares where y > -4!
Follow these words and the temple will reveal its secrets to you. Fail, and you will fall
to your doom.”
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2.4d (refine/apply)—Write & Solve
Systems of Inequalities Graph and then shade the solution area.
1. A Painting contractor estimates it will take 4.

10 hours to paint a one-story house and 20 
hours to paint a two-story house. The 3x  2 y  -6
contractor submits a bid to paint 20 houses 
y  6
in less than 250 hours.  2
a. Write a system of inequalities to y  x 5
model the time to paint the houses  3
and the number of houses to be
painted.
b. Graph the system 5.
c. Give 5 whole number solutions to  y  -8
the system 
 y  4x  3
d. Explain the solutions. 2 x  4 y  -28

2. It costs 50 cents to make a bracelet and $1 to
make a necklace. To make a profit, the total
cost for bracelets and necklaces must be less 6.
than $10. The jeweler can make no more  y  3
than 14 pieces of jewelry each day. y  5

a. Write a system of inequalities to 
model the time to paint the houses  x  6
and the number of houses to be  x  2
painted.
b. Graph the system
c. Explain the solutions. 7.
2 x  6 y  12
3. The jeweler sells bracelets for $3 and 
necklaces for $4. 3x  5 y  15
a. Write an inequality for profit needed
as $10 or more.
b. Graph it. 8.
c. Test the three corner points on your 4 x  3 y  9

graph and determine how many  2
bracelets and necklaces should be  y  5 x  7
made to maximize profits. .
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2.4e (apply)—Extra Practice Writing and Solving Systems of Inequalities
Solve, graph and shade the solution.
y  x 1
2.
y  2x 1
y  x  2
3.
y  2x 1
4. A clothing store manager wants to restock the men’s department with two new types of shirt. A type x shirt
costs $20. A type y shirt costs $30. The store manager needs to stock at least $600 worth of shirts to be
competitive with other stores, but the store’s purchasing budget cannot exceed $1200 worth of shirts.
a. Write two inequalities demonstrating the minimum and maximum shirts to be stocked.
b. Rewrite in y mx  b form.
c. Graph. Then shade in the graph to show the region that satisfies both inequalities.
d. Name one combination of purchases that will satisfy both the minimum and maximum
requirements.
5. A lighting contractor estimates it will take 5 hours to wire a one-story house(x) and 10 hours to wire a two-
story house (y). The contractor submits a bid to wire 15 houses in less than 180 hours.
d. Write a system of inequalities to model the time to paint the houses and the number of houses to
be painted.
e. Graph and shade the system.
f. Give 5 whole number solutions to the system.
6. It costs $.80 to make a bracelet and $2 to make a necklace. To make a profit, the total cost for bracelets and
necklaces must be less than $30. The jeweler can make no more than 20 pieces of jewelry each day.
e. Write a system of inequalities to model the number of bracelets and necklaces to be made each
day.
f. Graph and shade the system to show the solution
g. Explain the solution
Extend the problem (this leads into cycle 2.5—try it if you want).
The jeweler sells bracelets for $5 and necklaces for $15.
h. Write an equation for profit as $30 or more.
i. Graph and shade.
j. Test the three corner points on your graph and determine how many bracelets and necklaces
should be made to maximize profits.
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2.5—Write constraint equations, apply linear programming, explain
solutions.
83
2.5a (build)—Systems of Inequalities: Linear Programming
Review the help section for 2.4a. Then graph and show the feasible regions and list the coordinates of the
vertices of the polygon which represents the feasible region.
1. x ≥ 1
y≥x+1
y≤8
2. x ≥ 3
x≤7
y ≤ 10
y ≤ -x + 8
3. y ≤ x + 6
x+y≥6
x≤4
4. y ≥ 0
y ≥ -3x + 6
y ≤ 3x
x≤7
y≤6
5. x ≥ 0
y≥0
x+y≤4
2x + y ≤ 6
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2.5b (refine) Linear Programming: Constraints in Problems
PROBLEM 1: A calculator company produces a scientific calculator and a graphing calculator. Long-term
projections indicate an expected demand of at least 100 scientific and 80 graphing calculators each day.
Because of limitations on production capacity, no more than 200 scientific and 170 graphing calculators can be
made daily. To satisfy a shipping contract, a total of at least 200 calculators must be shipped each day.
If each scientific calculator sold results in a $2 loss, but each graphing calculator produces a $5 profit, how
many of each type should be made daily to maximize net profits?
x: number of scientific calculators produced
y: number of graphing calculators produced
1. What do the following constraints mean?
a. x  100
b. y  80
c. x  200
d. y  170
e. x  y  200
2. The above constraints are graphed below. One of the vertices is (120,
80). Name the rest of the vertices of the bounded region (4).
3. Each scientific calculator sold results in a $2 loss, but each graphing
calculator produces a $5 profit. The equation P  2 x  5 y
represents this situation. Explain each part of the equation.
a. P represents ______
b. -2x represents______
c. 5y represents ______
4. Using the profit equation and vertices, find how many of each type
of calculator should be made daily to maximize net profits?
a. Scientific Calc _________
b. Graphing Calc _________
c. Maximum Profit _________
PROBLEM 2: The area of a parking lot is 600 square meters. A car
requires 6 square meters and a bus requires 30 square meters of space. The
lot can handle a maximum of 60 vehicles.
5. Explain each of the following inequalities given x = cars and
y = buses.
a. x  0
b. y  0
c. 6 x  30 y  600
d. x  y  60
6. Given the graph, name the vertices of the feasible region. (four points).
7. If a car costs $4 and a bus costs $7 to park in the lot, the function for the
total profit is: f ( x, y
) 4x  8 y .
Determine the profit for each vertex above.

8. What is the maximum profit the parking lot can make? How many cars and buses will there be for that
amount of profit?
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PROBLEM 3: A backpack manufacturer produces an internal frame pack and an external frame pack. Let x
represent the number of internal frame packs produced in one hour and let y represent the number of external
frame packs produced in one hour. These inequalities describe the constraints for manufacturing both packs.
x  3 y  18
2 x  y  16
x0
y0
9. Graph the constraints and name the vertices of the feasible region. (you will need graph paper)
10. Use the profit function to determine the maximum profit for manufacturing both backpacks for the given
constraints. Max Profit_____, Internal Frames _______, External Frames _______
PROBLEM 4: The Cupcake Boutique plans to purchase ads in a

local newspaper to promote the grand opening of their new store in
Herriman. Their advertising budget will allow them to spend a
maximum of $2,300 for this purpose. They plan to run at most 20
ads. The cost of an advertisement in the local paper is $50 for a
weekday paper and $200 in a weekend edition. Let x = the number
of weekend ads and y = the number of weekday ads.
11. Explain each of the following constraints:

a. x  y  20
b. 200 x  50 y  2200
c. x  0 and y  0
12. Using the graph, identify the vertices of the bounded region (4).
13. What does the point (0, 20) mean?
16. Which point gives the optimum combination if both types of ads are to be purchased?
PROBLEM 5: Abdul is the owner of a clothing store. He is getting ready to order his fall inventory. He wants
to order up to 500 items of clothing (shirts and pants only). He knows that he should have at least as many shirts
as pants. He also wants to have at least 100 pants.
17. Write a system of three inequalities that describes how many pants and shirts Abdul should order.
18. Graph the system.
19. Explain what the graph shows.
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PROBLEM 6: The Drama club is selling tickets to its play. An adult ticket costs $15 and a student ticket costs
$11. The auditorium will seat 300 ticket-holders. The drama club wants to collect at least $3630 from ticket
sales.
20. Write a system of four inequalities that describe how many of each type of ticket the club must well to meet
its goal.
22. Explain what the graph shows.
PROBLEM 7: A carpentry shop makes dinner tables and coffee tables. Each week the shop must complete at
least 8 dinner tables and 12 coffee tables to be shipped to the furniture stores. The shop can produce at most 24
dinner tables and coffee tables combined each week.
23. Let c represent the number of coffee tables and d represent the number of dinner tables. Write a system of
inequalities to represent the number of coffee and dinner tables that can be produced in a week.
25. Find the coordinates of the feasible region
26. Suppose the shop sells coffee tables for $130 and dinner tables for $150. Write a function for the total
income for the week. f (c, d )  ____________________
27. How many of each item should be produced for a maximum weekly income? What is the maximum weekly
income? Coffee tables __________, Dinner Tables__________, Maximum profit ______________
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2.5c (apply)—Linear Programming
Solve each linear programming problem given.
1. A backpack manufacturer produces an internal frame-pack and an external

frame-pack. Let x represent the number of internal frame-packs produced in
one hour and let y represent the number of external frame packs produced in
one hour.
a. Given the following inequalities, describe the constraints for manufacturing
both packs. x + 3y ≤ 18, 2x + y ≤ 16, x ≥ 0, and y ≥ 0.
b. Use the profit function f(x) = 50x + 80y and the constraints given to determine the maximum profit for
manufacturing both backpacks for given constraints. Find maximum Profit, internal & external frames.
2. Abdul is the owner of a clothing store. He is getting ready to order his fall inventory. He wants to order up
to 500 items of clothing (shirts and pants). He knows that he should have at least as many shirts as pants.
He also wants to have at least 100 pants. Write and graph a system of three inequalities that describes how
many pants and shirts Abdul should order.
3. The Drama club is selling tickets to its play. An adult ticket costs $15 and a student ticket costs $11. The
auditorium will seat 300 ticket-holders. The drama club wants to collect at least $3630 from ticket sales.
Write and graph a system of four inequalities that describe how many of each type of ticket the club must
sell to meets its goal.
4. The area of a parking lot is 600 square meters. A car requires 6 square meters and a bus requires 30 square
meters of space. The lot can handle a maximum of 60 vehicles. Let c represent the number of cars and b
represent the number of buses.
a. Write a system of inequalities to represent the number of vehicles that can be parked.
b. Graph the inequalities then find the coordinates of the feasible region.
c. If a car costs $4 and a bus costs $7 to park in the lot, write a function for the total profit, then determine
the number of each vehicle to maximize the amount collected. Find maximum profits, buses, cars.
5. A painter has exactly 32 units of yellow dye and 54 units of green dye. He plans to mix as many gallons as
possible of color A and color B. Each gallon of color A requires 4 units of yellow dye and 1 unit of green
dye. Each gallon of color B requires 1 unit of yellow dye and 6 units of green dye. Find the maximum
number of gallons he can mix.
6. A carpentry shop makes dinner tables and coffee tables. Each week the shop must complete at least 8 dinner
tables and 12 coffee tables to be shipped to the furniture stores. The shop can produce at most 25 dinner
tables and coffee tables combined each week. Let c represent the number of coffee tables and d represent the
number of dinner tables.
a. Write a system of inequalities to represent the number of coffee and dinner tables that can be produced
in a week. Then graph.
b. Find the coordinates of the feasible region
c. If the shop sells coffee tables for $130 and dinner tables for $150. Write a function for the total income
for the week. f(c, d) = _____
d. How many of each item should be produced for a maximum weekly income? What is the maximum
weekly income? Find coffee tables, dinner tables, maximum profit.
88
2.6 (Tasks)—Create a System, Writing Constraint Equations &
Linear Programming Project
2.6 (task)—Create a System of Equations
1. Create a system of equations that has exactly one solution. Prove that your system of equations has
exactly one solution using two different methods.
2. Create a system of equations that has no solution. Prove that your system of equations has no solution
using two different methods.
3. Create a system of equations that has infinite solutions. Prove that your system of equations has infinite
solutions using two different methods.
2.6 (task)—Writing Constraint Equations

For each situation below, (i) write a constraint equation, (ii) determine two solutions, and (iii) graph the
equation and mark your solutions.
a. The relation between quantity of chicken and quantity of steak if chicken costs $1.29/lb and steak costs
$3.49/lb, and you have $100 to spend on a barbecue.
b. The relation between the time spent walking and driving if you walk at 3 mph then hitch a ride in a car
traveling at 75 mph, covering a total distance of 60 miles.
c. The relation between the volume of titanium and iron in a bicycle weighing 5 kg, if titanium has a
density of 4.5g/cm3 and iron has a density of 7.87 g/cm3 (ignore other materials).
d. The relation between the time spent walking and the time spent canoeing on a 30 mile trip if you walk at
4 mph and canoe at 7 mph.
(This task is adapted from Algebra: Form and Function, McCallum et al., Wiley 2010.)
___________________________
1. In your notebook, record your solutions. Explain your thinking with writing, pictures, equations, etc.
89
2.6 (project)—Linear Programming Project
OBJECTIVE: Students will demonstrate an understanding of linear programming by solving a

linear programming problem of their own design within the following guidelines.
I. Select a partner.
II. Choose two products that can be made with the same two materials. You need to
be realist because you need a prototype. (Example: Painted Christmas ornaments,
tree and star. Both are made of wood and paint.)
III. Make your prototypes. Keep a record of time and cost for each item.
IV. Set up the constraints of your problem. Keep in mind that according to Utah state law, full time
students under 18 may not work more than 20 hours per week. The amount of money you are
able to invest in materials depends on your source of capital.
V. Make the neatest and most accurate graph of your problem. 8½” x 11” graph paper should be
used.
VI. Investigate a possible selling price for your prototypes. You need to be realistic and competitive.
Determine the profit per item.
VII. Use the linear programming theorem to maximize profit.
VIII. Summarize your results. Include such things as follows:

 a plan of action
 how competitive are your prices
 what other variables could affect your profit
 when will you break even
90
91
92
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REPRESENTING RELATIONSHIPS WITH A SYSTEM OF EQUATIONS
Example:
The admission fee at a county fair is $1.50 for children and $4.00 for adults. On the last day of the fair, 2200 people enter the fair and
$5,050 is collected. How many children and how many adults attended?
In the past this problem would have been set up by picking a variable for one of the groups (say, "c" for "children") and then use
"(total) less (what I've already accounted for)" (in this case, "2200 – c") for the other group. Using a system of equations, however,
allows us to use two different variables for the two different unknowns.
number of adults: a
number of children: c
total number: a + c = 2200

total income: 4a + 1.5c = 5050
Now we can solve the system for the number of adults and the number of children, by using two different methods.
Substitution Solving Method: Solve the first equation for one Elimination Solving Method: By adding the two equations
of the variables, and then substitute the result into the other together, we will eliminate one variable, solve for that variable,
equation. then substitute back in to solve for the other variable
total number: a + c = 2200 total number: a + c = 2200
total income: 4a + 1.5c = 5050 total income: 4a + 1.5c = 5050
total number: a + c = 2200, so a = 2200 – c To eliminate the variable a, multiply the top equation by -4,
then add the equations.
4(2200 – c) + 1.5c = 5050
8800 – 4c + 1.5c = 5050 -4a – 4c = -8800
8800 – 2.5c = 5050 4a + 1.5c = 5050
–2.5c = –3750 - 2.5c = -3750
c = 1500
c = 1500
a = 2200 – (1500) = 700
a + 1500 = 2200
Solution: There were 1500 children and 700 adults. a = 2200 – 1500
Solution: There were 1500 children and 700 adults.
94
95
96
97
98
Systems of equations:
 Substitution: http://cstl.syr.edu/fipse/algebra/unit5/subst.htm
 Elimination: http://www.purplemath.com/modules/systlin5.htm
 Explain Elimination: http://math4teaching.com/2009/11/25/solving-systems-of-equation-by-
elimination-why-it-works-and-how-to-teach-it-with-conceptual-understanding/
 One solution, no solution, infinite solutions:
http://www.mathwarehouse.com/algebra/linear_equation/systems-of-equation/index.php
 Video: http://www.youtube.com/watch?v=xB-oXaCoJoc
Systems of Inequalities:
 Help: http://www.purplemath.com/modules/syslneq.htm
 Video: http://www.youtube.com/watch?v=6oehycq06vo
Linear Programming:
 http://www.purplemath.com/modules/linprog.htm
 http://www.purplemath.com/modules/linprog3.htm
 Video: http://www.youtube.com/watch?v=M4K6HYLHREQ
99
Chapter 3: Introduction to Functions
Chapter 3: Introduction to Functions
A.REI.10 Understand that the graph of an equation in two variables is the set of all its
Utahsolutions
Core Standards for Mathematics
plotted in the coordinate Correlation:
plane, often forming a curve (which could be a line).
A.REI.10 Understand
F.IF.1 Understand thatthat the graph
a function fromof one
an equation
set (calledin two variablestoisanother
the domain) the set ofsetall its
(called
solutions
the range)plotted
assignsintothe coordinate
each element plane, often forming
of the domain exactlya one
curve (whichofcould
element be a line).
the range. If f is
F.IF.1 Understand that a function from one set (called the
a function and x is an element of its domain, then f(x) denotes the output of f domain) to another set (called
the range) assigns
corresponding to theto each
inputelement of theofdomain
x. The graph f is theexactly
graph of one
theelement
equation of ythe range. If f is
= f(x).
a function
F.IF.2 Useand x is annotation,
function element of its domain,
evaluate then for
functions denotes
f(x)inputs in the
theiroutput of f and
domains,
corresponding to thethat
interpret statements input The graph
usex.function of f is in
notation theterms
graphofofa the equation y = f(x).
context.
F.IF.4 Use
F.IF.2 For afunction
functionnotation,
that modelsevaluate functionsbetween
a relationship for inputs in quantities,
two their domains, and key
interpret
interpret
features ofstatements
graphs and thattables
use function
in terms notation in terms of
of the quantities, anda context.
sketch graphs showing key
F.IF.4 For a function that models a relationship between
features given a verbal description of the relationship. Key features two quantities,
include:interpret key
intercepts;
features
intervalsof graphs
where theand tablesisinincreasing,
function terms of thedecreasing,
quantities, positive,
and sketchor graphs
negative; showing
and end key
features
behavior.given a verbal description of the relationship. Key features include: intercepts;
intervals wherethe
F.IF.5 Relate thedomain
function ofisa increasing,
function to its decreasing,
graph and,positive, or negative;toand
where applicable, the end
behavior.
quantitative relationship it describes. For example, if the function h(n) gives the number
F.IF.5
of Relate the
person-hours it domain
takes to of a function
assemble to its graph
n engines and, where
in a factory, thenapplicable,
the positivetointegers
the
quantitative
would be an relationship
appropriateitdomain describes. Forfunction.
for the example, if the function h(n) gives the number
of person-hours
F.IF.6 Calculateitand takes to assemble
interpret n engines
the average rateinofachange
factory,ofthen the positive
a function integers
(presented
would be an appropriate
symbolically or as a table)domainover a for the function.
specified interval. Estimate the rate of change from a
F.IF.6
graph. Calculate and interpret the average rate of change of a function (presented
symbolically
F.IF.7 Graphorfunctions
as a table) over a specified
expressed interval.
symbolically and Estimate
show keythe rate ofofchange
features fromby
the graph, a
graph.
hand in simple cases and using technology for more complicated cases.
F.IF.7 Graphlinear
a. Graph functions expressed
functions symbolically
and show intercepts.and show key features of the graph, by
handb.inGraph
simpleexponential
cases and using technology
functions, showing forintercepts
more complicated cases.
and end behavior.
a. Graph
F.IF.9 Compare linear functions
properties ofand
twoshow intercepts.
functions each represented in a different way
b. Graph exponential functions,
(algebraically, graphically, numerically in tables,showing intercepts and end
or by verbal behavior.
descriptions).
F.LE.5 Compare
F.IF.9 Interpret properties
the parameters of twoin functions
a linear oreach represented
exponential in a different
function in terms way
of a context.
(algebraically, graphically, numerically in tables, or by verbal descriptions).
F.LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
I CAN STATEMENTS:
3.1 I understand functions. I can use function notation and vocabulary effectively.
I CAN
3.2 STATEMENTS:
I can interpret/analyze linear functions using tables, graphs, equations and contexts.
3.1
3.3 II can
understand functions.exponential
interpret/analyze I can use function notation
functions using and vocabulary
tables, effectively.
graphs, equations and
3.2 Icontexts
can interpret/analyze linear functions using tables, graphs, equations and contexts.
3.3
3.4 II can
can interpret/analyze exponential
interpret/analyze/compare functions
linear using tables,
and exponential graphs,(including
functions equations end
and
contexts
behavior and continuous or discrete using tables, graphs, equations and contexts.
3.4 I can interpret/analyze/compare linear and exponential functions (including end
behavior and continuous or discrete using tables, graphs, equations and contexts.
100
3.0 (TASKS)—Jack and Jill & Raking Leaves
3.0 (task)--Jack and Jill
The Graph shows Jack and Jill’s Trip up the
hill.
Use the graph to answer the following

questions:
1. How far from the hill is Jack at the

beginning?
2. How far from the hill is Jill at the

beginning?
3. How long does the trip take?
4. What is Jill doing for the first 6

minutes?
5. What happens at minute 4?
6. What is happening in the last 2

minutes?
7. Where is Jack moving fastest?
8. Where is Jill moving fastest?
9. What is the speed of Jack between 10 and 14 minutes?
10. What is the speed of Jill between 6 and 10 minutes?
11. What is Jack doing during 16 and 18 minutes?
12. What is Jill’s average speed for the whole trip?
13. What is Jack’s average speed for the whole trip?
14. In this graph, is time/distance relationship shown on the lines continuous or discrete?
101
3.0 (task)—Raking Leaves, Linear and Exponential Growth
Mr. Wiggins gives his daughter Celia two choices of payment for raking leaves:
1. Two dollars for each bag of leaves,

2. She will be paid for the number of bags of leaves she rakes as follows: two cents for one bag,
four cents for two bags, eight cents for three bags, and so on with the amount doubling for each
additional bag.
1. If Celia rakes five bags of leaves, should she opt for payment method 1 or 2? What if she rakes ten bags
of leaves?
2. How many bags of leaves does Celia have to rake before method 2 pays more than method 1?
As you consider this task and plan your presentation of the conclusion, remember the four function
representations (table, graph, story, equation).
________________________________________________
Describe the differences in payment plans.

Describe the difference in the way the payment grows in the table and on the graph.
How are the equations different?
Is this growth situation continuous or discrete? How do you know?
102
3.1—Understand Functions. Use Function Notation and Vocabulary
103
104
105
106
3.1d (apply)—Linear Function Situations
a. Graph the relationship. Be certain to label the axes.

b. Record the following next to the graph:
 y-intercept
 Rate of change
 Function equation
 Domain and Range (record each in either set-builder or interval notation)
1. A toy company sold 17,000 stuffed animals in 1995. They have seen an increase of 900 stuffed animals per
year.
2. Renting a canoe costs $10 for paper work. There is an additional fee of $28 per day.
3. The temperature at the Earth's surface is 24 Celsius. The temperature within Earth's crust increases about
30C for each kilometer beneath the surface.
4. The Spanish club web site currently receives 500 daily visits. Daily visits are increasing by 20 each month.
5. A baby narwhal is born at 1 meter in length and grows ½ meter in length each year.
6. Sam has $27. At the end of every week, Sam saves another 12.50.
7. Suppose you have a piece of cake that makes you grow 7 inches taller every day. (Hint: What is your height
in inches today?)
8. One day, snow fell for 9 hours at a rate of ½ inch per hour. Before the snowstorm began, there was already 6
inches of snow on the ground.
9. Jill has $500 in a savings account. Each month she spends $30.
10. Fred has 32 coins in a jar. Each day he sells 2 coins from the jar.
11. A long-distance telephone call costs $0.87 to connect and $0.15 for each additional minute.
12. Davis has $20 toward buying a new computer game. Each week he saves $5 more.
13. Trudy and Beth are saving money from their allowances. Trudy has $25 and saves $3 each week. Beth has
$40 and saves $2 each week. (Record information for both Trudy and Beth)
14. Extra Credit: How many weeks until Trudy and her sister have the same amount of money?
107
3.2—Describe & interpret linear functions. Use contexts, tables,
equations, graphs, function notation.
108
3.2a Interpreting x and y intercepts
2. The graph below shows the relationship 3. The following table shows the height of a seed
between elevation and the temperature of the (measured from the ground) as it grows into a
surrounding air. plant.
a. Fill in the table below.
b. What is the slope of the line? Week Height (cm)
c. Write an equation for the line. 0 -5
d. Create a table for the line graphed.
1 -2
e. What is the y-intercept (write it as an
ordered pair)? 3 4
f. What does the y-intercept represent in this 5 10
context?
g. What is the x-intercept (write it as an a. What is the slope?
ordered pair)? b. Write an equation for the seed to plant
h. What does the x-intercept represent in this growth.
context? c. Graph the growth from seed to plant.
d. What is the y-intercept (write it as an
ordered pair)?
e. What does the y-intercept represent in this
context?
f. What is the x-intercept (write it as an
ordered pair)?
g. What does the x-intercept represent in this
context?
Elevation Temperature
(1000 ft) F 
0
10
1
13
3
20
109
4. Four weeks ago, Amy was $100 in debt. She d. Create a table for the line graphed.
has paid $25 a week towards the debt for the last e. What is the y-intercept (write as an ordered
four weeks. After the debt is paid, she is going pair)?
to put the money into a savings account. f. What does the y-intercept represent in this
context?
a. Make a graph of Amy’s account balance. g. What is the x-intercept (write as an ordered
b. What is the slope? pair)?
c. Write an equation for the amount of money h. What does the x-intercept represent in this
in the account. context?
Week Money ($)
110
111
112
3.2d (review)—Linear Representations
Directions: In each of the following problems, you are given one of the representations of a linear function
(situation or story, table, graph, equation). Your task is to complete the other three representations.
1. You and your friends go to the state fair. It

costs $5 to get into the fair and $3 each time you 6.
go on a ride. Time Water
(hours) (gallons)
2. 0 1000
Time Cost 1 800
(hours) (dollars) 2 600
0 7 3 400
1 9
2 11
3 13 7. y = 30 – 5x
4 15
5 17
You make up three problems with four
representations.
3. y = 3x + 15
8.
4. There are 300 fish in a pond. A crocodile is 9.

loose in the pond and is eating the fish. Each
day the crocodile eats 15 fish. 10.
5.
113
114
3.2f (refine/apply)—Function Notation
Function Notation is a form of substitution.
If f ( x
) 2 x  3 , g ( x
) x  5 , and h( x)  x 2  3x  5 , find each of the following:
1. f (4) 2. g(7)
3. h(-3) 4. f(3x)
5. g(t) 6. f(x + 3)
Complete each table and graph the function.

9. f(x) = 3x – 2
x f(x) = 3x – 2 f(x) (x, f(x))
-2 f(-1) = 3(-1) – 2 f(-1) = -5 (-2, -5)
-1
0
1
2
2
10. f
( x) x 1
3
2
x ( x)
f x 1 f(x) (x, f(x))
3
-2
-1
0
1
2
11. f(x) = -2x + 1

x f(x) = -2x + 1 f(x) (x, f(x))
-2
-1
0
1
2
12. f(x) = 2x
x f(x) = 2x f(x) (x, f(x))
-2
-1
0
1
2
115
13. f(x) = 2x – 1
x f(x) = f(x) (x, f(x))
-2
-1
0
1
2
14. Bathtub Problem: You pull out the plug from

the bathtub. After 40 seconds, there are 13 15. Driving Home Problem: As you drive home
gallons of water left in the tub. One minute after from the football game, the number of
you pull the plug, there are 10 gallons left. kilometers you are away from home depends on
Assume that the number of gallons varies the number of minutes you have been driving.
linearly with the time since the plug was pulled. Assume that the distance varies linearly with
time. Suppose you are 11 km from home when
a. Write a function expressing the number of you have been driving for 10 minutes, and 8 km
gallons (g) left in the tub in terms of the from home when you have been driving for 15
number of seconds (s) since you pulled the minutes.
plug.
b. How many gallons would be left after 20 a. Write a function expressing the number of
seconds? 50 seconds? kilometers you are from home (d) in terms
c. Plot the graph of this linear function. Use a of the number of minutes since you left the
suitable domain. game (t).
b. Predict your distance from home after
driving for 20 min., 25 min., and 30 min.
c. Plot the graph of this linear function. Use a
suitable domain.
116
3.3—Describe & Interpret Exponential Functions (contexts, tables,
equations, graphs, function notation)
117
118
3.3b (refine/apply)—Exponential Functions?
Graph the following exponential functions by making a table of values.
1. f(x) = 3x
2. g(x) = 5(3x)
3. h(x) = 40(4x)
4. k(x) = 3(10x)
Solve the following problems.
5. Nadia received $200 for her 10th birthday. If she saves it in a bank with a 7.5% interest compounded
yearly, how much money will she have in the bank by her 21st birthday?
6. Juan and Michelle each have $800. Juan plans to invest $200 for each of the next four years, while
Michelle plans to invest all $800 now. Both accounts pay 3% annual interest compounded monthly. Will
they have the same amount of money after four years? If not, explain why.
7. For question 2, estimate the average rate of growth over the interval (0, 2).
8. For question 4, estimate the average rate of growth over the interval (3,6).
119
120
Recording Sheet
AT EACH STATION:
1. Sketch a picture of the vase.
2. Sketch a graph that represents how you think the height of the water will change with
each cup of water poured in.
3. Collect the data, and record them in the data table.
4. Graph the data on a piece of grid paper.
5. Compare your sketch of the graph with the actual graph.
Sketch of the Vase Sketch of the Graph

(Your Prediction)
Data Table Compare the Sketch with the Graph
Describe how the sketch of the graph

Volume (cups) Height (cm)
compares with the actual graph.
Presentation:
Once you have completed each station, discuss your findings and then prepare to share them with class. During
your presentation describe how the shapes of your graphs compare with your vases.
NOTES:
121
122
123
3.3e (refine)—Vacation Stories
(originally from the Early Algebra Project, Tufts Univ.)
Divide your collaborative group into two parts. Work as pairs to complete and then present your
problem to the other pair in your group.
Grandmother’s vacation
Elizabeth Excited, Patty Planner, and Carly Catch-up are all cousins. Next year, they would like to send their
grandmother on a big vacation for her birthday, but the trip will cost $3,000. Elizabeth, Patty, and Carly decide
that they have one year to raise $1,000 each.
 Elizabeth starts saving a lot of money on the very first day and realizes that she would like to have some
money for herself, too, so each day, she puts less money into her bank account than the day before.
 Patty figures out exactly how much money she will need to save each day to reach $1,000 in one year
and she puts the same amount of money into her account each day.
 Carly begins by saving very little but she realizes that she will not save enough money in time, so each
day she puts more money into her account than the day before.
All three girls saved exactly $1,000 at the end of the year. Draw graphs showing how much money Elizabeth,
Patty and Carly had during the year. Compare and explain the graphs. In this explanation, use some familiar
vocabulary, increasing, decreasing, rate of increase or decrease, domain, range, equation, continuous, discrete.
Three Boys’ Vacation

The three brothers, Jake, Martin, and Peter each bring $1,000 to spend on their 10 day vacation.
 Peter spends a lot of money on the first day of the trip, but then realizes that he might run out! So, each
day, he spends less than the day before.
 Jake figures out exactly how much he can spend every day to have enough money for the entire ten days
of the trip. He spends the same amount each day.
 Martin wants to make sure that he doesn’t run out of money so he is careful at the beginning of his trip
and doesn’t spend a lot on the first day, but each day he spends more than the day before.
At the end of the trip, all three boys had spent all of their money.
Draw graphs showing how much money Peter, Jake and Martin had during the 10 day vacation. Compare and
explain the graphs. In this explanation, use some familiar vocabulary, increasing, decreasing, rate of increase or
decrease, domain, range, equation, continuous, discrete.
124
3.3f (apply)—Exponential Function Stories
1. Hotel Hot Tub: 3. Bingham Rumors

You are staying at a hotel that has a hot tub. At Bingham High, Savannah, a 10th grader,
The clerk forgot to make sure it was heated up. decides to start a rumor. On the first day of
Right now the temperature is 70 degrees. The school, she tells 3 students the rumor and gives
clerk says that it will get 10% warmer every them instructions to repeat the rumor (and
hour. instructions) to 3 more students the next day,
etc.
a. Create a table (Time in hours, Temp in
degrees) a. Create a table (Days, Students )
b. Create a graph b. Create a graph
c. Is the function discrete or continuous? c. Is the function discrete or continuous?
d. Write the domain and range using d. Write the domain and range using
appropriate notation. appropriate notation.
e. Why is the equation y = 70(1.1)x? e. Why is the equation y = 3x?
f. When will the temperature be at least 103 f. If each student follows these instructions,
degrees? how many students will hear the rumor on
day 6? On what day will all 2400 students
hear or rehear the rumor?
2. Weasley Wizard Wheezes
You recently graduated from Hogwarts and got 4. Water Lilies
a job at Weasley Wizard Wheezes with a French children are told a story about water
starting salary of $40,000. You are guaranteed a lilies on a pond. There are 4 leaves on the pond
raise of 5% each year. to start. The lily population doubles in size
every day. If left unchecked the lilies will cover
a. Create a table (Time in years, Salary in the surface. With about a million leaves, all
thousands) other living things in the water will die. Day
b. Create a graph after day the plant seems small, so it is decided
c. Is the function discrete or continuous? to let it grow until it half-covers the pond,
d. Write the domain and range using before cutting it back.
appropriate notation. (from http://en.wikipedia.org/wiki/Exponential_growth)
e. Why is the equation y = 42(1.05)x?
f. How many years will you have to work at a. Create a table (Time in years, Salary in
Weasley Wizard Wheezes before your thousands)
salary will be double your starting salary? b. Create a graph
c. Is the function discrete or continuous?
d. Write the domain and range using
appropriate notation.
e. Why is the equation y = 4(2)x?
f. If there are 4 leaves on day one, on what day
will the pond by half-covered? How much
time will they have to cut it back?
125
3.4—Describe, interpret, compare linear & exponential functions (end
behavior, continuous vs. discrete).
126
3.4a (review)—Graph Properties Review
a. Graph the function

b. Give values for the properties indicated.
c. Write your answer in interval or set-builder notation, when appropriate.
1. y2x  3
a. Where is the graph increasing?
b. What is the x-intercept?
c. What is the average rate of change on the interval [0, 5]?
d. What is the maximum?
2. y  2 x
a. Where is the graph decreasing?
b. What is the y-intercept?
c. What is the minimum?
d. Approximate the instantaneous rate of change at x = 2 (optional question)
3. y 3x4
a. Where is the graph positive?
b. What is the y-intercept?
c. What is the maximum?
d. What is the instantaneous rate of change on the interval [-3, 0]? (optional question)
4. y  (3) x
a. Where is the graph negative?
b. What is the x-intercept?
c. What is the minimum?
d. Approximate the instantaneous rate of change at x = 0. (optional question)
127
3.4b (build)—End Behavior
Fill in the information for each graph.
1. 2. 3.
Domain: Domain: Domain:

Range: Range: Range:
End Behavior: End Behavior: End Behavior:
As x  , y  As As
As x  , y  As As
x-int: x-int: x-int:
y-int: y-int: y-int:
Increasing or Decreasing? Increasing or Decreasing? Increasing or Decreasing?
4. 5. 6.

End Behavior: End Behavior: End Behavior:
As As As
As As As
128
7. 8. 9.

End Behavior: End Behavior End Behavior:
As x  , y  As x  , y  As x  , y 
As x  , y  As x  , y  As x  , y 
10. 11. 12.

End Behavior: End Behavior End Behavior:
As x  , y  As x  , y  As x  , y 
As x  , y  As x  , y  As x  , y 
129
3.4c (apply)—All About Linear & Exponential Functions
In order to be functional with functions you need to be able to dissect and explain elements of a function
from a table, a graph, an equation, and context or story.
1. Linear Function: f (x) 3x12 2. Exponential Equation f (x)  4(2x )
a. Create the table a. Create the table

b. Create the Graph b. Create the Graph
c. Write a story to represent the function if the c. Write a story to represent the function if the
independent variable is time in seconds and independent variable is time and the
the dependent variable is distance in feet. dependent variable is the number of cells.
d. x-intercept: How do you find it on the d. x-intercept: How do you find it on the
graph, in the table, in the equation. What graph, in the table, in the equation. What
does the x-intercept mean in the context of does the x-intercept mean in the context of
the story? the story?
e. y-intercept: How do you find it on the e. y-intercept: How do you find it on the
graph, in the table, in the equation. What graph, in the table, in the equation. What
does the y-intercept mean in the context of does the y-intercept mean in the context of
the story? the story?
f. Rate of change (or slope): How do you find f. Rate of change (or slope): How do you find
it on the graph, in the table, in the equation? it on the graph, in the table, in the equation?
How does it fit into the story? How does it fit into the story?
g. f (.5) : Approximate the value using the g. : Approximate the value using the
graph—explain. Approximate the value graph—explain. Approximate the value
using the table—explain. Evaluate using the using the table—explain. Evaluate using the
equation. What does mean in the equation. What does mean in the
context of the story? context of the story?
h. Domain: What is the domain? Describe the h. Domain: What is the domain? Describe the
end behavior as x approaches positive end behavior as x approaches positive
infinity. What is a reasonable domain for the infinity. What is a reasonable domain for the
function; remember the context of the story. function; remember the context of the story.
Explain Explain
i. Range: What is the range of the function? i. Range: What is the range of the function?
Describe the end behavior as x approaches Describe the end behavior as x approaches
negative infinity. What is a reasonable range negative infinity. What is a reasonable range
for the function: remember the context of for the function: remember the context of
the story. Explain the story. Explain
130
3. Linear Story: You have $75 in the bank and you 4. Exponential Story: Cookie Monster begins with
spend $15 each week. a whole cookie and every second he eats half of
that cookie.
a. Create the table
b. Create the Graph a. Create the table
c. What are the dependent and independent b. Create the Graph
variables in the story context? c. What are the dependent and independent
d. x-intercept: How do you find it on the variables in the story context?
graph, in the table, in the equation. What d. x-intercept: How do you find it on the
does the x-intercept mean in the context of graph, in the table, in the equation. What
the story? does the x-intercept mean in the context of
e. y-intercept: How do you find it on the the story?
graph, in the table, in the equation. What e. y-intercept: How do you find it on the
does the x-intercept mean in the context of graph, in the table, in the equation. What
the story? does the x-intercept mean in the context of
f. Rate of change (or slope): How do you find the story?
it on the graph, in the table, in the equation? f. Rate of change (or slope): How do you find
How does it fit into the story? it on the graph, in the table, in the equation?
g. f (.5) : Approximate the value using the How does it fit into the story?
graph—explain. Approximate the value g. f (.5) : Approximate the value using the
using the table—explain. Evaluate using the graph—explain. Approximate the value
equation. What does f (.5) mean in the using the table—explain. Evaluate using the
context of the story? equation. What does f (.5) mean in the
h. In this context, is the graph continuous or context of the story?
discrete? h. In this context, is the graph continuous or
i. Domain: What is the domain (describe in discrete?
appropriate notation)? Describe the end i. Domain: What is the domain (describe in
behavior as x approaches positive infinity. appropriate notation)? Describe the end
What is a reasonable domain for the behavior as x approaches positive infinity.
function; remember the context of the story. What is a reasonable domain for the
Explain function; remember the context of the story.
j. Range: What is the range of the function Explain
(describe in appropriate notation)? Describe j. Range: What is the range of the function
the end behavior as x approaches negative (describe in appropriate notation)? Describe
infinity. What is a reasonable range for the the end behavior as x approaches negative
function: remember the context of the story. infinity. What is a reasonable range for the
Explain function: remember the context of the story.
Explain
131
132
133
4. f
( x) 2 x  5 on [0, 3] 5.
f ( x) 2 x3  5 on [-3, -1] 6. 
f ( x) 4 x  3 on [0, 1]
Secant line slope: ________ Secant line slope: ________ Secant line slope: ________
7. Population Growth: Suppose 25 flour beetles are left undisturbed in a warehouse Week Population
bin. The beetle population doubles in size every week. The equation 0
P( x) 25  2 x can be used to determine the number of beetles after x weeks. 1
Complete the table. 2
3
a. Calculate the average growth rate between weeks 1 and 3. 4
b. Calculate the average growth rate for the first five weeks [0, 5]. 5
c. Which average growth rate is higher? Why do you think it is higher?
Write the coordinates of the endpoints of the interval then find the slope of the secant line over the
specified interval.
8. f ( x)  2 x1 +1 on [-2, 3] 9. f
( x) 0.5  2 x1 on [1, 4] 10. f ( x)  3 x  2 on [0, 2]
11. f
( x) 2 x  5 on [1, 4] 12.
f ( x) 2 x3  5 on [-3, 1] 13. 
f ( x) 4 x  3 on [0, 5]
134
3.5 (TASKS)—Lake Algae & Exponential vs. Linear Growth
Lake Algae
On June 1, a fast growing species of algae is accidentally introduced into a lake in a city park. It starts to grow
and cover the surface of the lake in such a way that the area covered by the algae doubles every day. If it
continues to grow unabated, the lake will be totally covered and the fish in the lake will suffocate. At the rate it
is growing, this will happen on June 30.
1. When will the lake be covered half-way?

2. On June 26, a pedestrian who walks by the lake every day warns that the lake will be completely
covered soon. Her friend just laughs. Why might her friend be skeptical of the warning?
3. On June 29, a clean-up crew arrives at the lake and removes almost all of the algae. When they are done,
only 1% of the surface is covered with algae. How well does this solve the problem of the algae in the
lake?
4. Write an equation that represents the percentage of the surface area of the lake that is covered in algae as
a function of time (in days) that passes since the algae was introduced into the lake.
Exponential vs. Linear Growth

Using a scientific calculator, Alex makes the following table listing values of 1.001x and 2x for a few inputs:
x 1.001x 2x
1 1.001 2
10 1.01004512 20
50 1.05124483 100
100 1.10511570 200
500 1.64830942 1000
Alex concludes from the table that the values of 2x grow faster than the values of 1.001x so that for all positive
values of x. Is Alex correct? Explain how you know.
__________________________________
135
Chapter 3 Help
3 Help: Functions, Notations, Terminology
FUNCTION
function: A function is a rule that assigns each element of set A to a unique element of set B. It may be represented as a set of
ordered pairs such that no two ordered pairs have the same first member, i.e. each element of a set of inputs (the domain) is associated
with a unique element of another set of outputs (the range).
Examples: Determine whether or not each of the following represents a function.
Domain Range Function!

(x) (y)
You can see this is a function by following each arrow
-3 -10 from an x (domain) to each y (range).
-2 -4 Because each x has only one y it connects to, this is

clearly a function.
-1 -1
0 0
1 5
2 8
3 12
Domain Range Function!

(x) (y)
What, how can that be? Even though they connect to
-3 the same y (-4) each x is still only connected to one y.
-2
-1
0 - 4
Domain Range Not a Function!

(x) (y)
So close, but not a function. See that -1 on the domain
-3 -10 side? It has two y’s that it connects to (-1 and 5) which
means this is not a function. A function gives a rule
-2 - 4 that is always followed, but here an input of -1
sometimes gives and output of -1 and other times it
-1 - 1
gives and output of 5. There is no consistent rule so
0 this cannot be a function.
0
1 5
2 8
3 12
136
FUNCTION (continued)
Domain Range
(x) (y)
-3 4
-2 4
-1 4
0 4
1 4
2 4
3 4
Now, we already know this is a function because every x is connected to only one y. There is another way we can test
this using the vertical line test. We can draw a vertical line (green) anywhere on the graph and then imagine sliding that
line to the left and to the right. At each point where there is an output, the green line only crosses through one red point.
That is each input, x, generates only one output, f(x) or y.

Graph 1: Graph 2:
Graph 1 is a not function because some of the x’s (2, 3, 4) are connected to more than one y each. Let’s test it
using the vertical line test. If you slide the vertical line (green) right and left you’ll see it crosses the red graph
at more than one point. This demonstrates the graph is not a function, because one input is generating more
than one output.
Graph 2 is a function because every x is connected to only one y. Using the vertical line test you see that as
you slide the vertical line (green) right and left it doesn’t cross the red graph at more than one point. Thus, our
graph is function because one input is only generating one output.
Note: The vertical line test is a good test for relations graphed in this manner on the coordinate plane and thus
is sufficient for our needs at this point. However, the vertical line test does not always work. For example
when looking at parametric functions. This might be a good conversation to have in an honors class.
137
138
139
140
141
142
3 Help: Interpret Functions
INTERPRET FUNCTIONS
When students analyze a linear or exponential function within the context of a real application, they should be interpreting the
intercepts, end behaviors, rates of change, domain, range, etc. within the context of function.
Some important points to make:

 Interpreting intercepts
o x-intercept: What do we have to put into the function as input to get a zero as output? What does the zero output
mean?
o y-intercept: What happens when we put zero in as input into the function? What output does it give us? What does
that output mean?
 Linear Functions:
o Domain:
 Any input is acceptable for a linear equation. Within the context, what input values are we restricted to?
What input makes sense for the function?
 For example: If the independent variable is time, we cannot use negative numbers.
 Discuss the domain of the algebraic equation versus the domain of the function in context.
 For example: The domain for the equation  y 25x  50 is all real numbers, including decimals
and irrational numbers, when considered from a purely algebraic perspective. However, if this
function was used to model a situation of a car rental the domain would be restricted to what
inputs make sense for that scenario. If x was the number of days and y was the total cost of the car
rental, then the values of x used for inputs would have to be those numbers that are appropriate
when talking about the number of days, such as whole numbers. Discussions with students about
domain, should include the restrictions we place on a linear model when we use it to describe a
real world situation.
o Range:
 Any output we want can be generated for a linear equation. We can use a table, graph or equation to find
the input needed to get the output we want.
 Within the context of the application, are there output values that don’t make sense?
 For example: Referring back to the equation in the example above, y = 25x + 50. When using
this linear function to describe the car rental scenario, are there output values that are possible
mathematically that we do not want within the context of the car rentals? Would the car rental
company want negative outputs? What would that mean for the company?
o Rate of change (slope):
 As the input changes, so does the output. The relationship between how they are changing is constant.
 Students need to be able to verbalize the meaning of the slope. For example if the rate of change is 15/4 –
they should be able to say something like “for every 4 hours of increased study time, the test scores will
increase by 15%.”
 Exponential functions:
o Domain:
 The input or domain for an exponential equation is all real numbers. Again, what input values does the
context restrict us to?
 Discuss the domain of the algebraic equation versus the domain of the function in context.
o Range:
 For an exponential equation there are certain outputs that we will never be able to get no matter what we
put into the function.
 Discuss asymptotes and why the function approaches a certain value but will never reach it.
 Discuss the range of the algebraic equation versus the range of the function in context.
o End behaviors:
 Students should be able to describe what the function does when the input is very large negative or very
large positive numbers. They should be able to articulate what this means within the context of the
function.
o Rate of change:
 Is not constant. Students should be able to recognize that this is changing by a common ratio – sometimes
represented as a percent.
143
INTERPRET PARAMETERS AND PARTS OF AN EXPRESSION
This is where the objectives of Unit 1 from the Utah Core Standards really come into play. Students should understand how each
parameter in a linear or exponential function are related to one another and how they are each manifested in the symbolic
representation (i.e. equation), the graph etc.
In an exponential function, the general form of the equation is y = a • bx + k, where b > 0 and b ≠ 0. Students should understand that x
is the independent quantity or input of the function, while y is the dependent quantity, or output. They should also know that a is the
initial value of the output, b is the common factor by which output values change and k determines the vertical shift of the graph.
They should recognize these parameters in all the different representations of a function. (See the preface to Unit 2). They should
explore and determine how changes in one affect the entire function. Using technology to facilitate these explorations is highly
recommended.
Students should be more familiar with linear functions since they will have spent some time studying them in 8 th grade. They should
be able to explain that in a linear function of the form y = mx + b that m is the slope or rate of change and b is the y-intercept of the
graph, (or the initial/base value in many real-world contexts).
Example: (exponential function)

Peter earned $1500 last summer. He deposited the money in a bank account that earns 5% interest compounded yearly.
This problem deals with interest that is compounded yearly. This means that each year the interest is calculated on the amount of
money you have in the bank. That interest is added to the original amount and next year the interest is calculated on this new amount.
In this way, you get paid interest on the interest.
Let’s write a function that describes the amount of money in the bank. The general form of an exponential function is y = a • bx + k. In
the given problem, y is the total amount of money in the bank, x is the number of years from now, and a is the initial amount that Peter
deposited in the account. We know that the interest is 5% each year. The decimals equivalent of 5% is 0.05. In order to get the total
amount of money for the following year, we must add the interest earned on the initial amount to the initial amount (.05 + 1). Hence,
we see that b must be 1.05.
Thus, the function that describes this problem is y = 1500(1.05)x.

Here are some questions that could be asked to highlight the effect of changes in each of the parameters:
 How much money will Peter have in 5 years? (i.e. when x = 5)
 How much money would Peter have in 5 years if his initial deposit was only $1,000? (i.e. a is now changed)
 What if Peter had put his money in a bank account that paid 5.25% interest? (i.e. b = 1.0525)
 Under the current conditions when will Peter have $20,000 in his account? (i.e. when will y = $20,000?)
Example: (linear function)

Sierra pays $49.99 dollars a month for her cell phone. This gives her 700 minutes of call time and unlimited texting each month. The
charge for going over her allotted call time is $0.40 per minute of usage.
Just about everyone has a cell phone, and most rate plans are a linear function of some kind. Let’s write a function that describes the
y mx  b . In the given problem, y is the total
total cost to Sierra of having a cell phone. The general form of a linear function is 
amount of money Sierra pays for her cell phone each month, x is the number of minutes that Sierra uses over her allotted call time of
700 minutes, m is the rate of $0.40 per minute and b is the basic cost of $49.99.
Thus, the function that describes this problem is y = 0.40x + 49.99.
Some questions that could be asked about this scenario:

 How much will Sierra have to pay if she uses 750 minutes one month? (i.e. when x = 50)
 How much would Sierra’s monthly bill come to if the month that she talked 750 minutes the charge was raised to $0.45 per
minute of usage? (i.e. m has now been changed)
 How much will Sierra’s monthly bill be if the cell phone company raises their basic plan to be $52.99 a month? (i.e. b is now
changed)
 How many minutes can Sierra talk over her allotted time and keep her phone bill under $75.00? (i.e. when will y = $75.00?)
144
3 Help: Comparing Linear & Exponential Functions
COMPARING LINEAR AND/OR EXPONENTIAL FUNCTIONS
Comparing linear functions:
Rate of Domain Range

Graph Table x-int. y-int.
Change x values y values
linear
y = mx + b x y
-3 -3
slope of m = 0 (0, -3) y = -3
-2 -3
constant function slope of -1 -3 all real
none or or
zero 0 -3 numbers
y = 0x – 3 1 -3
therefore, y = -3 (0, b) y=b
2 -3
3 -3
(hence b = -3)
increasing
at a x y  2 
linear  ,0
constant -3 -7  3 
y = mx + b (0, 2)
rate of m -2 -4
units -1 -1 or all real all real
slope of m > 0 or
0 2 numbers numbers
linear increasing
next = 1 5  b 
  ,0 (0, b)
now + m 2 8
y = 3x + 2  m 
starting at 3 11
b
decreasing
at a x y
(4, 0)
linear
constant -3 3.5
y = mx + b (0, 2)
rate of m -2 3 or
units -1 2.5 all real all real
slope of m < 0 or
0 2 numbers numbers
linear decreasing
next = 1 1.5 (0, b)
now + m 2 1
y = -.5x + 2
starting at 3 .5
b
145
Comparing exponential functions:

exponential increasing x y
growth at an
0 2 none
y = abx increasing (0, 2)
rate 1 6
2 18 x-axis is all real
b>1 or y>0
next = 3 54 an numbers
*growth
4 162 asympto
factor b now • 3 (0, a)
5 486 te
starting at
y = 2(3)x 2 6 1458
Exponential decreasing x y
decay at a
0 2 none
y = abx decreasing (0, 2)
rate 1 1
2 .5 x-axis is all real
0<b<1 or y>0
next = 3 .25 an numbers
*decay
4 .125 asympto
factor b now • .5 (0, a)
5 .0625 te
starting at
y = 2(.5)x 2 6 .03125
In a linear equation mx represents additive change; (b + m + m + m + m + ……….)

 the slope m is the constant rate of change between any two points on the linear graph/table
y  y  y
  x1 , y1  and  x2 , y2  = 2 1 , also called
 x2  x1  x
*In an exponential equation, bx represents multiplicative change; (a • b • b • b • b • ……….)

 Growth factor b = 100% + growth rate (percent)
Example: Value of savings account is growing by 2.5% per year, the growth fact is 1.025. y = balance (1.025)x
 Decay factor b = 100% – decay rate (percent)
Example: Value of the dollar is declining each year by 3%, the decay factor is 97%. y = 1(.97)x
 The average rate of change of points in an exponential graph/table will not be constant
 The average rate of change between any two points is the slope of the secant line between two points (linear or non-linear).
As students explore the similarities and differences between linear and exponential function, use correct terminology for constant rate of
change (slope of a line) and average rate of change (slope of secant line).
146
3 Help Links
YouTube Videos:
 http://www.youtube.com/watch?v=VhokQhjl5t0
The Math Page—What is a Function?:

 http://www.themathpage.com/aprecalc/functions.htm
Functions Versus Relations:

 http://www.purplemath.com/modules/fcns.htm
Functions and their graphs:

 https://wikis.uit.tufts.edu/confluence/display/EarlyAlgebraResources/Interpretation+of+Graphs
147
Chapter 4: Connecting Sequences & Functions
A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).
A.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x)
intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to
graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or
g(x) are linear, and exponential functions.
F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the
integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for
n ≥1.
F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for more complicated cases.
a. Graph linear functions and show intercepts.
b. Graph exponential functions, showing intercepts and end behavior.
F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
F.BF.1 Write a function that describes a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for calculation from a context.
b. Combine standard function types using arithmetic operations. For example, build a function that models
the temperature of a cooling body by adding a constant function to a decaying exponential, and relate
these functions to the model.
F.BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to
model situations, and translate between the two forms.
F.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
a. Prove that linear functions grow by equal differences over equal intervals; exponential functions grow by
equal factors over equal intervals.
b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval
relative to another.
F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph,
a description of a relationship, or 2 input-output pairs (include reading these from a table).
F.LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity
increasing linearly.
F.LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
I CAN STATEMENTS:
4.1 I can compare arithmetic and geometric sequences and linear and exponential growth
4.2 I understand arithmetic sequences as linear functions. I can write explicit and recursive formulas
for arithmetic sequences.
4.3 I understand geometric sequences as exponential functions. I can write explicit and recursive
formulas for geometric sequences.
4.4 I can write arithmetic and geometric sequence formulas from tables, graphs and contexts. I can
model and solve real-life “sequence” problems using tables, graphs, and equations (formulas).
4.5 I can construct and compare linear and exponential functions and systems of exponential and linear
functions.
148
4.0 (TASKS)—Growing Dots & Growing Even More
4.0 (task)-Growing Dots (from Utah Core Academy)
Examine the following pattern.
Respond to the following questions in your notebook:
1. Describe the pattern that you see in the above sequence of figures.
2. Assuming the sequence continues in the same way, how many dots are there at 3 minutes? 100
minutes? t minutes? Solve the problem by your preferred method. Did you think about these problems
in different ways? Be sure to show how you arrived at your solution.
3. How does your solution relate to the picture?
4. Are there other ways that you think students might visualize this problem that would likely lead them to
a correct solution? If so, please describe them.
.
5. Are there ways that you think students might visualize this problem that would NOT likely lead them to
a correct solution? If so, please describe them.
149
4.0 (task)—Growing Even More
Examine the following pattern.
At the beginning At one minute At two minutes
At three minutes At four minutes
Respond to the following questions in your notebook:
6. Describe the pattern that you see in the above sequence of figures.
7. Assuming the sequence continues in the same way, how many dots are there at 3 minutes? 100
minutes? t minutes? Solve the problem by your preferred method. Did you think about these problems
in different ways? Be sure to show how you arrived at your solution.
8. How does your solution relate to the picture?
9. Are there other ways to visualize this problem that would likely lead to a correct solution? If so, please
describe them.
10. Are there ways to visualize this problem that would NOT likely lead to a correct solution? If so, please
describe them.
150
4.1—Compare Arithmetic & Geometric Sequences AND Linear &
Exponential Growth
151
4.1a (build)—Compare Growing Dots and Even More Growing Dots
1. Compare “Growing Dots” and “Even More Growing Dots.” You might examine patterns, tables, graphs,
equations etc. Record your observations in your notebooks.
 What’s the same?
 What’s different?
 What’s important?
2. Create a sequence of figures which will result in a pattern like Growing Dots. Justify your pattern, that is
explain what makes this pattern like the “Growing Dots” pattern? What will the graph be like? What will the
table be like? What about the equation?
3. Create a sequence of figures which will result in a pattern like Even More Growing Dots. Justify your
pattern, that is, explain or demonstrate what makes this pattern like the Growing Dots pattern? What will the
graph be like? What will the table be like? What about the equation?
4. Research Arithmetic and Geometric Sequences on the internet or in the Help Desk. Be prepared to explain
the difference. Label your sequence creations (in your notebook) and explain or justify them as having
either Arithmetic or Geometric sequence.
5. Examine the following sequences. Determine if they are arithmetic or geometric or neither. If they are
arithmetic, find the common difference. If they are geometric, find the common ratio (multiplier).
a. 35, 32, 29, 26, …

b. -34, -64, -94, -124, …
c. -7, -9, -11, -13, …
d. 3, 9, 27, 81, …
e. -30, -40, -50, -60, …
f. 1, 2, 3, 4, 3, 2, 1, 2, 3,…
g. 2, 4, 8, 16, …
h. 9, 14, 19, 24
6. Which sequences above (in a table or graphed) would be considered linear? Explain.
152
153
4.1c (refine)—Linear, Exponential or Neither 1
We know the sequence 5, 7, 9, 11, … is an example of linear growth because two is added each time (two is
the common difference or the constant). The sequence 2, 4, 8, 16, … is an example of exponential growth. In
this pattern, we multiply by 2 each time (two is the common ratio or common factor or constant ratio).
I. Discuss the patterns examined so far in this unit. Discuss the questions in the table.
Arithmetic or Linear or What is the equal

Pattern
Geometric? Exponential? difference or equal ratio?
Growing Dots
Growing Even More Dots
Paper Folds
Paper Area
II. Are the following sequences linear, exponential, or neither? In your notebook…
a. Record the patterns.
b. Label as linear, exponential, or neither
c. Justify each answer.
1. 3, 6, 9, 12… 9.
0 50
2. 180, 160, 140, 120…
1 25
3. 8, 16, 32, 64, 128… 2 12.5
4. -7, -3, 3, 11, 21, 33… 3 6.25
4 3.125
5. 2, 6, 18, 54, 162… 5 1.5625
6. -8, -4, 0, 4, 8…
10.
7. 40, 20, 10, 5, … 0 19
8. 1 15
2 11
3 7
0 100
5 -1
1 150
7 -9
2 200
3 250
11.
4 300
0 0
5 350
1 8
2 18
3 30
4 44
5 60
154
12. 18. A piece of paper is cut into two equal sections.
0 4 Each new piece is cut into two additional pieces of
3 equal size. This pattern continues until it is no
1 4 longer possible to cut the paper any more.
2 12
19. The population of a town is 50,000. The
3 36
population of the town is increasing at a rate of 3%
4 108
each year
5 324
20. A plane flying at 22,000 feet descends at a
13. constant rate of 1000 feet per minute
0 6
1 9 21. Which of the linear functions above would have
2 14 a positive slope?
3 21
4 30 22. Which of the linear functions above would have
5 41 a negative slope?
23. Which of the situations are examples of

14. A plumber charges a fee of $80 to come out to exponential growth?
your house plus an additional $45 an hour
24. Which of the situations are examples of
exponential decay?
15. A student comes to school with the flu and
infects three other students within an hour before 25. Choose 5 of the problems from # 1 – 20 and
going home. Each newly infected student passes the create an equation and sketch a graph for each of
virus to three new students in the next hour. This them.
pattern continues until all students in the school are a.
infected with the virus
16. Mr. Garcia drove at a constant rate for 5 hours. b.

At the end of two hours he had driven 90 miles.
After 5 hours, he had driven 225 miles.
c.
17. Round 1 of a tennis tournament starts with 64
players. After each round, half the players have lost
and are eliminated from the tournament. Therefore, d.
in round 2 there are 32 players, in round 3 there are
16 players and so on. e.
155
4.1d (apply)—Exponential Growth and Decay
Determine the multiplier for each growth or decay rate.
1. 5% growth 2. 12% decay
3. 30% growth 4. 98% decay
5. 1% decay 6. 300% growth
7. 0.85% growth 8. 2.5% decay
9. tripling 10. halving
State whether the formula models growth or decay.
11. y = 3x 12. y = 0.25x
13. f(x) = (1.01)2x 14. f(x) = (0.033)x
15. g(x) = 6(5)x 16. k(x) = 2(1/4)x
Simple growth and decay problems.

21. E. coli bacteria double in population every thirty minutes. If the initial population is 85, what’s the
population of bacteria after three hours? After one day?
22. Strapped for cash, you decide to borrow money from a local crime lord. This turns out to be yet another
instance of poor judgment on your part. At 22% interest per year, how much will you owe on a loan of
%5,000 after one year? What about after three years?
23. A serial killer is stalking the residents of Gloomy Falls, Mass., population 937. Every year the population
diminishes by 4.5%. How many residents are left after the killer’s three-year rampage? HOW WILL YOU
STOP HIM?
24. You bought a Boston Whaler in 2004 for $12,500. The boat’s value depreciates by 7% a year. How much is
the boat worth now? What will it be worth in 2020?
156
4.1e (apply)—Linear, Exponential, Neither 2
For each representation of a function,

a. Decide if the function is linear, exponential, neither. Give at least 2 reasons for your answer.
b. If it’s linear, what is the common difference? If it’s exponential, what is the common ratio or factor?
1. 2. Tennis Tournament 3.
Rounds 1 2 3 4 5
Number of
players 64 32 16 8 4
left
4. This function is decreasing at 5. A person’s height as a function 6. f(x) = 4x

a constant rate. of a person’s age (from age 0 to
100).
7. 8. 9.
x y Height
Shoe Size
(inches)
-2 23
62 06
0 5
74 13
2 -13
70 09
4 -31
67 11
6 -49
53 04
58 07
10. The number of cell phone 11. The time it takes you to get 12. y = 7x2
users in Centerville as a to work as a function the
function of years, if the speed at which you drive.
number of users is increasing
by 75% each year.
13. Each term in a sequence is 14. -3x = 4y + 7 15. This function is increasing at
exactly 1/3 of the previous an increasing rate.
term.
157
4.2—Understand Arithmetic Sequences as Linear Functions. Write
Explicit & Recursive Formulas.
158
159
4.2b (refine)—Arithmetic Sequences, Explicit and Recursive Equations
a. Find the next three terms of each arithmetic sequence,

b. Write the explicit formula
c. Write the recursive formula
1. 9, 16, 23, 30, _______, _______, _______
2. 31, 24, 17, 10, _______, _______, _______
3. -6, -2, 2, 6, _______, _______, _______
4. -8, -5, -2, 1, _______, _______, _______
5. 12, 16, 20, 24, _______, _______, _______
6. 3, 1, -1, -3, _______, _______, _______
7. 14, 12, 10, 8, _______, _______, _______
8. 17, 14, 11, 8, _______, _______, _______
9. 2, 15, 28, 41, _______, _______, _______
10. 12, 9, 6, 3, _______, _______, _______
11. 6, 2, -2, -6, _______, _______, _______
1 5 7
12. , 1, , , _______, _______, _______
3 3 3
160
4.2c (task)—Kitchen Tiles
(From: http://illustrativemathematics.org)
Fred decides to cover the kitchen floor with tiles of different colors. He starts with a row of four tiles of the
same color. He surrounds these four tiles with a border of tiles of a different color (Border1). The design
continues as shown below:
Dina writes, t = 4(b − 1) + 10 where t is the number of tiles in each border and b is the border number.
1. Explain why Dina's equation is correct.

2. Emma wants to start with five tiles in a row. She reasons, “Dina started with four tiles and her equation
was t = 4(b − 1) + 10. So if I start with five tiles, the equation will be t = 5(b − 1) + 10. Is Emma’s
statement correct? Explain your reasoning.
3. If Emma starts with a row of n tiles, what should the formula be?
___________________________
161
4.2d (apply)—Arithmetic Sequences & Their Formulas
Given one piece of information about an arithmetic sequence, you can find other information about it such as
the explicit formula or recursive formula, the common difference, the first few terms, and any term. For each of
the following, you are given a different piece of information, your task is to find as much other information
as you can, including a term of your choice (beyond the 30th term).
1. Given the explicit formula for an arithmetic sequence:

a. an = -8 + 5n b. an = -5.2 – 1.2n c. an = 35 – 100n
2. Given the first term and the common difference of an arithmetic sequence:
a. a1 28, d 10 b. a1  24, d  10 c. a1  24, d 
100
3. Given a term in an arithmetic sequence and the common difference:

a. a23  21.2, d  2 b. a10 250,
 d 5 24, d 
c. a5  10
4. Given the first term and the common difference of an arithmetic sequence:
a. a1  8, d  2 b. a1  6.2, d  0.3 3 1
c. a1  , d  
5 3
5. Given a term in an arithmetic sequence and the common difference:

a. a50  40, d  8 b. a12  200, d 
7 1.2, d 
c. a20  0.5
6. Given two terms in an arithmetic sequence:

a. a10 97
  and a20 229
 b. a7 3362
 c. a18 44.3
and a27 7362  and a33 84.8
162
4.3—Understand geometric sequences as exponential functions.
Write explicit & recursive formulas.
163
4.3a (build)—Exponential Function Contexts
Previous tasks in this unit have introduced us to exponential growth. Our purpose here is to consider
different contexts in which we find exponential growth. We want to see what it looks like in a table, on a
graph, in an equation. The problems will be divided among the groups. In your group, prepare to present your
problems:
 …present your solutions
 …explain the exponential growth found in the problems.
 …show different representations of your problems (tables, graphs, equations).
 …use the vocabulary such as, geometric growth, equal factor, recursive formula, explicit formula, etc.
1. Late Paper Policy: Mr. Peters, an Algebra teacher, has a 10% off late paper policy. This means that for
each day that a paper is late a student receives 90% of the credit he or she would have received the day
before. After how many days would your score for a late paper drop below 50%? Would your score ever
each 0? Explain.
2. The Money Fairy: The money fairy has given you the following choices. Which option would you choose? Why?
 Option A: He will give you $1,000 a day for the rest of your life.
 Option B: He will give you $0.01 today, $0.02 tomorrow, $0.04 the next day, and so on, doubling the amount you
receive each day for the rest of your life.
3. One Grain of Rice: Read the book One Grain of Rice. Problem solve to predict the conclusion of the book
or how much rice Rani will have after 30 days. You may wish to think about two questions: 1) How much
rice will she receive on the 31st day and 2) how much rice she will have in total?
4. Ribbons: Carmen purchased one long piece of ribbon from the craft store that she was going to cut into
smaller pieces to tie onto gift bags. She started by cutting the ribbon into three equal sized pieces as shown
below. She then took each resulting piece and cut them into 3 equal sized pieces. If she continued in this
manner, write an equation that would give the number of pieces of ribbon after the nth cut?
Number of Cuts Pieces of Ribbon
5. Rumors: At Highland High, Sydney, a 10th grader, decides to start a rumor that Salt Lake District is going
to declare March 17 a holiday and close school for the day. On the first day of school, she tells 3 students
the rumor and gives them instructions to repeat the rumor (and instructions) to 3 more students the next day,
etc. If each student follows these instructions, how many students will hear the rumor on day 6? On day 10?
On the nth day?
164
165
166
167
168
4.4: Write sequence formulas from contexts, tables, graphs. Model &
solve real-life problems.
169
170
171
4.4b (refine)—Recursive & Explicit Formulas from Sequences, Tables, Contexts, Graphs
For each Sequence, Pattern, Table, or Story below identify whether it is Arithmetic or Geometric, find the
common difference or common ratio, write an Explicit and Recursive Formula, then use your formulas to find
the given term.
Common
Arithmetic or Difference or Explicit Recursive Given
Representation
Geometric Common Formula Formula term
Ratio
1. -6, 12, -24,… a10
2. 10, 20, 30, 40,… a32
3. -10, -8, -6, -4, … a56
4. 72, 48, 32,… a5
5. a10
x 1 2 3 4
y 5 10 20 40
6. a50
x 0 1 2 3
y 5 8 11 14
7. a11
x 0 1 2 3
y 1 4 16 64
8. a8
x 0 1 2 3
y 2 6 18 54
9. You complain that the hot tub in your a3

hotel suite is not hot enough. The
hotel tells you that they will increase
the temperature by 8% each hour. If
the current temperature of the hot tub
is 75º F.
10. At an online mapping site, Mr. Tom a4
notices that when he clicks on a spot
on the map, the map zooms in on that
spot. The magnification increases by
20% each time.
11. Payat has $680 in a savings account. a6
He makes a deposit after he receives
each paycheck. After one month he
has $758 in the account. The next
month the balance is $836. The
balance after the third month is $914.
172
173
4.4c (apply)—Story Contexts: Functions in Recursive and Explicit format
For the following contexts, first do the following, then
solve the problem questions. 5. After knee surgery, your trainer tells you to return to
a. Is the pattern linear or exponential, arithmetic or your jogging program slowly. He suggests jogging
geometric? for 12 minutes each day for the first week. Each
b. Represent the pattern in Recursive notation. week thereafter, he suggests that you increase that
c. Write a formula to represent this sequence in time by 6 minutes per day. How many minutes are
Function, then Sequence notation. you jogging per day during the 12th week?
1. The yearbook staff is unpacking a box of school 6. A utility company is marking power lines with a
yearbooks. The sequence 281, 270, 259, 248,… numbering system that corresponds to the distance
represents the total number of ounces that the box of posts between cities (in miles). The distance
weighs as each yearbook is taken out. between two cities is 45.8 miles. The posts are
a. What is the weight of each yearbook? placed every quarter mile starting at 45.8 miles and
b. After 20 yearbooks were unpacked, how much decreasing as they approach the neighboring city.
did the box weigh? How far away from the first city is the 9th post?
c. If the full box of yearbooks weighs 281 ounces,
7. A Culture of bacteria doubles every 2 hours. If there
how many yearbooks were in the box? (Hint: 1
are 500 bacteria at the beginning, how many bacteria
pound=16 ounces)
will there be after 24 hours?
2. The table shows the number of country club members 8. A mine worker discovers an ore sample containing
for four years after it began. Predict the number of 500 mg of radioactive material. It is discovered that
country club members after 8 years. the radioactive material has a half-life of 1 day. Find
Time(years) 0 1 2 3 4 the amount of radioactive material in the sample at
Members 100 200 400 800 1600 the beginning of the 7th day.
9. You complain that the hot-tub in your hotel suite is

3. A museum usually has 4,000,000 visitors. They
made some changes to increase visitors. The table not hot enough. The hotel tells you that they will
shows the projected annual visitors to museum (in increase the temperature by 10% each hour. If the
millions) after the changes. What is the projected current temperature of the hot tub is 75 degrees F,
what will be the temperature of the hot-tub after 3
number of visitors in 7 years?
hours (to the nearest tenth of a degree)?
Year Visitors (in millions) 10. You visit the Grand Canyon and drop a penny off
0 4 the edge of a cliff. The distance the penny will fall is
1 6 16 feet the first second, 48 feet the next second, 80
2 9 feet the third second, and so on. What is the total
3 13.5 distance the object will fall in 6 seconds?
4 20.25
n ? 11. You are interested in opening a new savings account
with an initial investment of $100.00…
4. A theater has 20 seats in the first row, 22 in the  Bank A gives you 2.5% interest per month.
second row, 24 in the third row, and so on for 25  Bank B gives you $ 2.65 per month.
rows. a. Which bank is the better deal after 6
a. How many seats in the 13th row? months?
b. How many seats in the 25th row? b. Which bank is the better deal after 1 year?
174
4.5—Construct & Compare Functions AND Systems of Exponential
& Linear Equations
175
4.5a (build)—Analyze Problems
3. Write Mario’s and Luigi’s deals in explicit (or
function) notation and in recursive notation.
Get Rich Quick 4. Graph the functions and label appropriately.
5. At what point are Mario’s and Luigi’s deals
Mario and Luigi both want you to come and drive equally as desirable?
Go-Karts for their team. They will pay you in gold 6. Explain why Mario’s deal eventually becomes
coins. Each one makes an offer: better than Luigi’s deal?
 Mario: I will give you 3 gold coins on the
first day. Then, every day after that, I will
pay you 3 times as much as I paid you the
day before.
 Luigi: I will give you 3 gold coins on the
first day. Then, every day after that, I will Choose a Prize
pay you 20 more coins than I paid you the
day before. Players on the Math Wiz Game Show are playing
for either Prize A or Prize B. After the game, the
1. Who would you rather work for? Why? Use winners will have 10 seconds to decide which prize
the table below to help decide. to choose. They get to keep the money from the
twentieth day.
Mario’s Daily Luigi’s Daily  Prize A: Start with $100, earn $100 each
Deal Wage Deal Wage day, for 20 days. Keep only the money
Monday Monday from the twentieth day.
 Prize B: Start with $.01, double your
Tuesday Tuesday money each day, for 20 days. Keep only the
money from the twentieth day.
Wednesday Wednesday
1. Investigate how much money each prize is
Thursday Thursday worth by making a table or writing a sequence.
2. Write a recursive and explicit formula for each
Friday Friday prize.
3. Graph the functions and label appropriately.
Total Total 4. Write your analysis of the prizes. Be sure to
Earnings Earnings explain the benefits of each prize and include
vocabulary such as linear, exponential, and
compare the graph, table and equations etc.
Answer the following questions for both Mario
and Luigi:
2. Do the deals represent linear or exponential

functions? Explain why.
176
4.5b (refine)—Systems of Linear and Exponential Equations
Use a calculator to solve each system of equations by graphing.

a. Sketch the graph—use a grid like the one at right.
b. Record the solution to the system.
c. Create basic data tables (input: -1, 0, 1, 2, 3)
d. Compare the growth of the two equations using descriptive
vocabulary (positive/negative, increasing/decreasing, common
difference vs. common ratio, point(s) of intersection, end behavior)
1 y  2x  4 2. x  2y  6
y  3x  1 2x  y  9
3. y  4x 4. y  2x  1
x
 1
y  y  3x
 4
x x
 1  1
5. y  6. y 
 3  4
y  4x  1 y  (4)x
7. y  2x 8. y  3x
x
 1
y  y  3x
 2
9. y  4x 10. y  2x  2
y  x  18 y  3x  1
x
 1
11. 12. y  2 
x
y    1
 5
y  2   1
x
y  4x  2
13. 14. y   2 
x
y  3x  7
y  3x  1 y  4x  4
x
 1
15. y 
 3
x
 1
y   
 3
177
178
4.5d (refine)—Compare Linear & Exponential Functions: Critical Thinking Questions
1. Let f ( x)  ab x . What is the growth factor for this exponential function?
2. Let f ( x)  ab x . For what value of x is f ( x)  a ?
3. If f (x) is the amount that an initial investment has accumulated to after x years at a fixed interest rate,
how much money was initially invested
4. Using Two Points:

a. Why do you only need two points to determine the formula for a linear function?
b. How do you find the slope of a line from two points (you may give a formula)?
c. How do you use two points to determine the formula for an exponential function?
5. Why do we consider exponential functions to represent repeated multiplication?
6. Find an approximate solution to the equation 2

x
2 x  3 ? You may use the graphical feature or the table
feature of your calculator .
7. Is it reasonable to assume that human population growth is exponential? Will human population growth
always be exponential?
Extension:
8. Why are the values b (for linear functions) and a (for exponential functions) so important in these two
types of functions? What do these two values have in common?
9. Initially, many types of phenomena grow exponentially. Can you graph the population over several
years for a community of birds that increases exponentially on an isolated island that increases but is
constrained by a carrying capacity of the island?
179
4.5e (apply)—Money Matters
1. Bank Plans: Suppose you worked mowing lawns all summer long and earned $100. Three savings
institutions want you to let them “hold onto your money” for a while.
 Linear Luck: This savings plan will add $100 to your balance for every month that you leave your
money in their account.
 Exponential Experiment: This savings plan will multiply your balance by 2 for every month that you
leave your money in their account.
 Risky Business: This savings plan will multiply your balance by -3 for every month that you leave your
money in their account.
Analyze the plans: Fill in the table, then write your analysis. Include in your explanation: the recursive and
explicit function for each, a graph of each, and which options are best at what times, which options are
linear or exponential options.
Linear Luck Exponential Experiment Risky Business

Month Calculation Balance Month Calculation Balance Month Calculation Balance
0
100 + 100(0) 100 100 • 2 100 100 • (-3)0 100
Sept Sept Sept
Oct Oct Oct
Nov Nov Nov
Dec Dec Dec
Jan Jan Jan
2. Pay-Back: Suppose you really need to borrow $135.79 from someone. Milly says that if you borrow her
money, you will owe her an extra $1000 a month until you pay her back. George says that if you borrow his
money, he will multiply what you owe by 10 each month until you pay him back. Both plans seem kind of
rough, but which plan is most beneficial for you?
Analyze the plans: Fill in the table, then write your analysis. Include in your explanation: the recursive and
explicit function for each, a graph of each, and which options are best at what times, which options are
linear or exponential options.
3. Salary Options: Upon taking his first job, Stuart Martin is given one of the following three options for his
retirement plan:
 Option A: $0.05 the first year, $0.15 the second year, $0.45 the third year. This pattern continues.
 Option B: $10 the first year, $20 the second year, $40 the third year. This pattern continues.
 Option C: $100,000 the first year, $200,000 the second year, $300,000 the third year. This pattern
continues.
Your job is to give Stuart advice about which option is best. Using mathematics, show him which
option is best for the short term and which is best for the long term or if there is a time when both or
all would be equal. Include in your explanation, the recursive and explicit function for each, a graph of
each, and which options are linear and which options are exponential.
180
4.6 (tasks)—Population-Food Supply, & Bacterial Growth
Population and Food Supply
The population of a country is initially 2 million people and is increasing at 4% per year. The country's annual
food supply is adequate for 4 million people (now) and is increasing at a constant rate adequate for an additional
0.5 million people per year.
1. Based on these assumptions, in approximately what year will this country first experience shortages of
food?
2. If the country doubled its initial food supply and maintained a constant rate of increase in the supply
adequate for an additional 0.5 million people per year, would shortages still occur? In approximately
which year?
3. If the country doubled the rate at which its food supply increases, in addition to doubling its initial food
supply, would shortages still occur?
_____________________________________________
For problems above and below…
equations, etc.
181
Bacterial Growth: Compare Linear and Exponential
A biology student is studying bacterial growth. She was surprised to find that the population of the bacteria
doubled every hour.
Hours into study Population (in thousands)
1. Complete the following table and plot the data. 0 4
2. Write an equation for P, the population of the bacteria, 1
2
as a function of time, t, and verify that it produces
3
correct populations for t = 1, 2, 3, and 4. 4
Hours into study Population (in thousands)

3. The student conducting the study wants to create a table
0 4
with more entries; specifically, she wants to fill in the
population at each half hour. However, she forgot to 1
make these measurements so she wants to estimate the 2
values. 1
1
1
Instead she notes that the population increases by the 2
same factor each hour, and reasons that this property 2
should hold over each half-hour interval as well. Fill in 1
the part of the table below that you’ve already 2
2
computed, then decide what constant factor she should
3
multiply the population by each half hour in order to
produce consistent results. Use this multiplier to 1
3
complete the table. 2
4. What if the student wanted to estimate the population

every 20 minutes instead of every 30 minutes. What Hours into study Population (in thousands)
multiplier would be necessary to be consistent with the 0 4
population doubling every hour? Use this multiplier to 1
complete the following table: 3
2
3
5. Another student working on the bacteria population
1
problem makes the following claim:
1
1
If the population doubles in 1 hour, then half that 3
growth occurs in the first half-hour and the other half 2
1
occurs in the second half-hour. So for example, we can 3
find the population at t = 12 by finding the average of 2
the populations at t = 0 and t = 1.
Comment on this idea. How does it compare to the multipliers generated in the previous problems? For
what kind of function would this reasoning work?
182
183
184
185
4 Help: Constructing Linear and Exponential Functions
CONSTRUCTING LINEAR AND EXPONENTIAL FUNCTIONS
These goals are very much connected to other “I can” statements in this unit. The examples below give an idea of what you could give
students and then expect them to be able to write an algebraic expression of the function.
Examples:
1. For the linear function, f ( x
) 3x  1 , students could be given any of the representations below and then asked to come up with
the function.
Arithmetic sequence: 1, 4, 7, 10, 13, 16, 19, …
Verbal description: An initial quantity is 1 and it increases by a constant rate of 3 each time.
Table of input/output values: Graph:
x f(x)
0 1
1 4
2 7
3 10
4 13
5 16
6 19
2. For the exponential function, g ( x)  2 x , students could be given any of the following representations in order to construct the
function.
Geometric sequence: 1, 2, 4, 8, 16, 32, 64, …
Verbal description: A certain type of bacteria reproduces by the organism dividing into two.
A new bacteria culture is started by putting one cell on a new agar plate.
Table of input/output values: Graph:
x g(x)
0 1
1 2
2 4
3 8
4 16
5 32
6 64
186
187
188
4 Help: Comparing Linear & Exponential Functions
Comparing linear functions:

linear
y = mx + b x y
-3 -3
slope of m = 0 (0, -3) y = -3
-2 -3
constant function slope of -1 -3 all real
none or or
zero 0 -3 numbers
y = 0x – 3 1 -3
therefore, y = -3 (0, b) y=b
2 -3
3 -3
(hence b = -3)
increasing
at a x y  2 
linear  ,0
constant -3 -7  3 
y = mx + b (0, 2)
rate of m -2 -4
units -1 -1 or all real all real
slope of m > 0 or
0 2 numbers numbers
linear increasing
next = 1 5  b 
  ,0 (0, b)
now + m 2 8
y = 3x + 2  m 
starting at 3 11
b
decreasing
at a x y
(4, 0)
linear
constant -3 3.5
y = mx + b (0, 2)
rate of m -2 3 or
units -1 2.5 all real all real
slope of m < 0 or
0 2 numbers numbers
linear decreasing  b 
next = 1 1.5   ,0 (0, b)
now + m  m 
y = -.5x + 2 2 1
starting at 3 .5
b
189
Comparing exponential functions:

exponential increasing x y
growth at an
0 2 none
y = abx increasing (0, 2)
rate 1 6
2 18 x-axis is all real
b>1 or y>0
next = 3 54 an numbers
*growth
4 162 asympto
factor b now • 3 (0, a)
5 486 te
starting at
y = 2(3)x 2 6 1458
Exponential decreasing x y
decay at a
0 2 none
y = abx decreasing (0, 2)
rate 1 1
2 .5 x-axis is all real
0<b<1 or y>0
next = 3 .25 an numbers
*decay
4 .125 asympto
factor b now • .5 (0, a)
5 .0625 te
starting at
y = 2(.5)x 2 6 .03125
In a linear equation mx represents additive change; (b + m + m + m + m + ……….)

 the slope m is the constant rate of change between any two points on the linear graph/table
y  y  y
  x1 , y1  and  x2 , y2  = 2 1 , also called
 x2  x1  x
*In an exponential equation, bx represents multiplicative change; (a • b • b • b • b • ……….)

 Growth factor b = 100% + growth rate (percent)
Example: Value of savings account is growing by 2.5% per year, the growth fact is 1.025. y = balance (1.025)x
 Decay factor b = 100% – decay rate (percent)
Example: Value of the dollar is declining each year by 3%, the decay factor is 97%. y = 1(.97)x
 The average rate of change of points in an exponential graph/table will not be constant
 The average rate of change between any two points is the slope of the secant line between two points (linear or non-linear).
 y2  y1 
x 2
 x1 
As students explore the similarities and differences between linear and exponential function, use correct terminology for constant rate of
change (slope of a line) and average rate of change (slope of secant line).
190
191
192
Arithmetic Sequences:
 http://www.mathguide.com/lessons/SequenceArithmetic.html
Geometric Sequences:
 http://www.mathguide.com/lessons/SequenceGeometric.html
Arithmetic and Geometric Sequences:

 http://www.mathsisfun.com/algebra/sequences-series.html
 http://www.purplemath.com/modules/series3.htm
 http://tutorial.math.lamar.edu/Classes/CalcII/Sequences.aspx
 http://home.windstream.net/okrebs/page131.html
Recursion and Notation explained:

 http://www.learner.org/workshops/algebra/workshop5/index2.html#3
193
Chapter 5: Build New Functions

F.BF.1 Write a function that describes a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for calculation from
a context.
b. Combine standard function types using arithmetic operations. For example, build
a function that models the temperature of a cooling body by adding a constant
function to a decaying exponential, and relate these functions to the model.
I CAN STATEMENTS:
5.1 I can build new functions by operating on functions (adding, subtracting,
multiplying, or dividing).
5.2 I can build new functions by composing functions.
194
195
5.1—Build New Functions: Operate on Functions
196
5.1a (build)—The “Hop To It” Problem
The Princess and the Frog Skit

Frog:
Yo Prince/Princess.
Prince/Princess:
Oh, no. Here we go again. Another prince/princess with morphing
issues. No way am I kissing those slimy lips.
Frog:
C’mon, prince/princess. Give me a break.
Prince/Princess:
I don’t have time for this. I’m trying to run a kingdom here, and we’ve got problems.
Frog:
If you help me, I can help you.
Prince/Princess:
How can YOU help, your royal slimeness?
Frog:
I’m really good at solving problems.
Prince/Princess:
Alright. I’ll make you a deal. If you can solve one of my problems, I’ll solve yours.
Frog:
You mean you’ll kiss me?
Prince/Princess:
Yeah, yea. But you’re gonna owe me big time. Here’s the problem.
There are 10 frogs lined up on 10 lily pads to the left. There are 10 frogs lined up on lily
pads to the right. There’s one empty lily pad between the two groups. The two groups
need to swap places, but they are only allowed to move in two ways. A frog may jump over
a frog next to it. Or a frog may move onto an empty lily pad next to it.
Frog:
I can do this.
Prince/Princess:
Okay, then prove it.
197
198
199
5.1c (refine)—Add-Subtract Functions: What Happens Graphically?
Given the functions: f ( x)  x and g ( x)  2

x 5. Create a new function, j ( x) , such that:
1. Make a table of values for f(x) and g(x). Include ( x)
j f ( x)  g ( x )
a difference column for both the tables. Include a. Predict what you think the graph will look
inputs including negative, 0, and positive like.
values. b. Will the domain of j ( x) be the same as or
x f ( x) difference x g ( x) difference different from h( x) ? (State the domain for
j ( x) in your answer.) Explain.
c. Will the y intercept for j ( x) the same as or
2. Graph both and on the same graph.
different from h( x) ? (State the y intercept
Label each function and state the domain and
for j ( x) in your answer.) Explain.
range for each function.
d. Make table. Then graph using a graphing
3. Create a new function, h(x), such that: h(x) = utility.
f(x) + g(x). Create the table of values. Then j ( x)
x
Graph.
x h( x )
e. Were your predictions correct?
f. For negative x values (when x < 0), is the
range of j ( x) the same as or different from
a. What is the domain of h( x) ?
h( x) ? Explain. If different, state the range.
b. Where does h( x) cross the y-axis. Explain.
g. For positive x values (when x > 0), is the
c. For negative x values (when x < 0), what is range of j ( x) the same as or different from
the range of h( x) ?
h( x) ? Explain. If different, state the range.
d. Does h( x) look more like or for
h. Explain the graph of j ( x) relative to both
negative x values? Explain.
and over the entire domain.
e. For positive x values (when x > 0), what is
the range of h( x) ? Why does the graph of j ( x) look similar to
f. Does h( x) look more like or for or different from h( x) ?
positive x values? Explain. 6. Return to “Hop To It.”
4. Use a graphing utility to graph all three graphs. a. Graph the slide function and the jump
function. Predict what the graph will look
a. Was your sketch correct? Explain any
like when you add the two functions
errors. together (producing the total-moves
b. Compare the three graphs. How are they function).
similar or different? b. Was your prediction correct? Why or why
c. Explain the graph of h( x) relative to both not?
and over the entire domain.
d. Suppose you didn’t have a table of values
and could only look at the graphs of
and . How could you predict h( x) ?
200
5.1d (apply)—Operations on Functions (Partners)
For each f ( x) and g ( x) in the problems below, find:

a. ( f  g )( x)
b. ( f  g )( x)
c. ( f  g )( x)
 f 
d.   ( x)
g
Work with a partner.

a. Do the first problem together.
b. Each partner will do 2 remaining problems (which includes a, b, c, and d for each)
c. Each partner will check the work of his/her partner
d. Compare your solutions with other groups for accuracy
1. f ( x) x 2 ; g ( x) x  2
2. f ( x
) 3x; g ( x
) 4x  2 4. f (x)  7(4)x ; g(x)  3(4)x
3. f ( x) 
x  5; g ( x) 
2x  3 5. f (x)  21(2)x ; g(x)  7(4)x
Homework or extra practice: (assign as needed)

 f
Find ( f  g)(x) and ( f  g)(x) for each f (x) and Find ( f  g)(x) and   (x) for each f (x) and
 g
g(x)
g(x)
1.) f (x)  2x  1 ; g(x)  x  3 11.) f (x)  x 2 ; g(x)  7  x

2.) f (x)  x 2  7x  12 ; g(x)  x 2  9 12.) f (x)  4x 2 ; g(x)  3x
3.) f (x)  x 2  3x  2 ; g(x)  2x  4 13.) f (x)  1(4)x ; g(x)  1(6)x
4.) f (x)  3x  1 ; g(x)  2x 2  10x  5 14.) f (x)  2x  4 ; g(x)  5x  7
5.) f (x)  6(2) ; g(x)  4(2)
x x
15.) f (x)  9xy 3 ; g(x)  3xy
6.) f (x)  4(3)x ; g(x)  5(7)x 16.) f (x)  4 x ; g(x)  6
7.) f (x)  6 x  5 ; g(x)  x  7 17.) f ( x)  5x2  10 x  15; g ( x)  5
8.) f (x) 
1 x
2  ; g(x)  2 4 x 18.) f (x)  3x 2  6x  9 ; g(x)  6x 2
2
19.) f (x)  3(5)x ; g(x)  6
9.) f (x)  7  2 ; g(x)  3x  5
x
20.) f (x)  4(2)x ; g(x)  12(2)x
10.) f (x)  8(4) ; g(x)  3(4)
x x
201
202
5.2—Build new functions: Compose Functions
203
204
205
206
207
208
5.2e (apply)—Crude Oil and Gas Mileage
According to the U.S. Energy Information Administration, a barrel of crude oil
produces approximately 20 gallons of gasoline. EPA mileage estimates indicate a
2011 Ford Focus averages 28 miles per gallon of gasoline.
1. Write an expression for g ( x) , the number of gallons of gasoline produced by

x barrels of crude oil.
2. Write an expression for m( x) , the number of miles on average that a 2011
Ford Focus can drive on x gallons of gasoline.
3. Write an expression for m( g ( x)) . What does represent in terms of the context?
4. One estimate (from www.oilvoice.com) claimed that the 2010 Deepwater Horizon disaster in the Gulf of
Mexico spilled 4.9 million barrels of crude oil. How many miles of Ford Focus driving would this spilled
oil fuel?
5. Research how many Ford Focuses were sold in 2010. How many trips across the U.S. could every Ford
Focus purchased have made on the spilled oil fuel?
209
5.3 (tasks)—Flu on Campus & Revisit Money Machines
Flu on Campus
Suppose the swine flu, influenza H1N1, is spreading on a school campus. The following table shows the number
of students, n, that have the flu d days after the initial outbreak. The number of students who have the flu is a
function of the number of days, n = f(d).
d
0 2 6 8 12 16 24
(days)
n = f(d)
3 9 16 30 55 45 32
(number of students infected)
There is a school store on campus. As the number of students who have the flu increases, the number of tissue
boxes, b, sold at the school store also increases. The number of tissue boxes sold on a given day is a function of
the number of students who have the flu, b=g(n), on that day.
n
0 3 8 9 12 16 18 30 32 38 45 50 55
(number of students infected)
b = g(n)
1 4 8 12 13 18 24 33 34 40 45 51 57
(number of tissue boxes sold)
1. Find g(f(0)) and state the meaning of this value in the context of the flu epidemic. Include units in your
answer.
2. Fill in the chart below using the fact that b=g(f(d)).
d
0 2 6 8 12 16 24
(days)
b
(number of tissue boxes sold)
3. For each of the following expressions, explain its meaning in the context of the problem, and if possible, give
an approximation of its value. Justify your answer.
1. g(f(16))
2. g(f(18))
3. f(g(9))
_____________________________________________
For Problems Above and Below
equations, etc.
your work.
critique; a) write specifically about what is good, b) write questions and suggestions, c) note differences
and similarities among presentations.
210
Revisit Money Machines:
At the beginning of chapter 5, you worked on the Money Machines problem. Now that you have studied
combining and composing functions, have another look. After you’ve reexamined the problem, write a summary
of all that you have learned in chapter 5.
____________________________
Money Machines: There is this really cool place full of money machines. In these machines, you put money in
and you get money out. Simple, right? Oh, yeah, you are going to make tons of money! But wait, you better make
sure that you understand the machines before you go putting money in… What if you could actually lose money?
Each room has a different machine.
Examine what happens in each room. Describe what you would do in each room. Use examples, equations,
graphs, or tables to justify your answer.
Room 1
The first room has one machine. You put money in the slot. The machine takes the amount that you insert and
dispenses some money on the left and on the right. In the left dispenser is five dollars more than you inserted. In
the right dispenser is twice the amount of money than you inserted. You get to keep all the money.
Room 2
The second room also has one machine, but it now charges you money. You put money in the slot again. The
machine dispenses five dollars more than you inserted. As a service charge, you must then pay half the amount
you inserted. How much money do you have after you pay the service charge?
Room 3
The third room is possibly the best. It has two machines. The first machine dispenses five more dollars than you
inserted. The second machine dispenses three times the amount of money than you inserted. The interesting thing
about these machines is that each machine shuts down after you use it once. You can use both machines, but each
only once. Which machine do you put your money in first? Why?
211
212
213
214
Composition of Functions:
 http://www.purplemath.com/modules/fcncomp3.htm
 http://www.regentsprep.org/Regents/math/algtrig/ATP7/compositionfunctions.htm
 http://www.mathwarehouse.com/algebra/relation/composition-of-function.php
 Video: http://www.youtube.com/watch?v=S4AEZElTPDo&feature=channel&list=UL
215
Secondary Mathematics 1 (In-Sync) – YEAR-AT-A-GLANCE
Content/Time-Frame Mathematical
Qtr Notes: Time frames are estimated, R=Regular & H=Honors,
Practice Standards
Honors time-frame does not fit into quarter framework.
Chapter 0 Get Set for Task-Based Learning (2 weeks-R or H) Make sense of
Norms, Mathematical Practices, Task-based Learning and Assessment with Rubrics, problems and
Justifying, Formats for Learning persevere in solving
Chapter 1 Reasoning with Equations Part 1 (Equations) (3 weeks-R, 2 weeks-H) them.
Cycle 1: Solve equations and inequalities .
Cycle 2: Justify steps in solving equations.
Cycle 3: Solve simple exponential equations.
1 Cycle 4: Solve absolute value equations and inequalities. Reason abstractly and
Cycle 5: Solve compound inequalities. Record solutions in set and interval notation. quantitatively.
Chapter 2 Reasoning with Systems of Equations Part 2 (4 weeks-R, 2 weeks-H)
Cycle 1: Find solutions to systems of equations graphically. Explain.
Cycle 2: Find solutions to systems of equations algebraically. Explain.
Cycle 3: Write and solve systems of equations. Justify method. Construct viable
Cycle 4: Write and solve system of inequalities. Explain. arguments and
Cycle 5: Understand and use linear programming. Explain critique the reasoning
of others.
Chapter 3 Functions, Function Notation & Function Components (6 weeks-R, 3
weeks-H)
Cycle 1: Understand functions. Use function notation and vocabulary.
Cycle 2: Describe/ interpret linear functions. Use contexts, tables, equations, Model with
graphs and function notation mathematics.
Cycle 3: Describe/ interpret exponential functions using contexts, tables,
equations, graphs and function notation
Cycle 4: Describe/interpret/compare linear and exponential functions (including
2 end-behavior, continuous vs. discrete0.
Use appropriate tools
Chapter 4 Sequences and Functions (3 weeks-R or H)
strategically.
Cycle 1: Compare arithmetic/geometric sequences and linear/exponential growth.
Cycle 2: Understand arithmetic sequences as linear functions. Write explicit and
recursive formulas.
Cycle 3: Understand geometric sequences as exponential functions. Write explicit
Attend to precision.
and recursive formulas.
Cycle 4: Write sequence formulas from contexts, tables, graphs. Model and solve
real-life problems.
Cycle 5: Construct/compare functions. Systems of exponential/linear equations.
Chapter 5 Construct and Compare Functions (4 weeks-R, 2 weeks-H) Look for and make use
Cycle 1: Build new functions: Operate on Functions. of structure.
3 Cycle 2: Build new functions: Compose Functions
Chapter 6 Statistics (2 weeks)
Chapter 7 Statistics (2 weeks)
Look for and express
Chapter 8 Geometry Constructions, Coordinate Geometry (4 weeks-R or H)
regularity in reasoning.
Chapter 9 Transformations & Congruence, Transformations of Functions (4
4
weeks-R or H)
Chapter 10 Matrixes, Vectors, Conditional Statements (3 weeks-H)
Apply Build
Understanding Understanding
Teaching Teaching
Cycle Cycle
Learning
Explore Explore
Cycle
Refine
Understanding
Teaching
Cycle
Explore

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Sec Math 1

Jordan & Granite School Districts, Utah

2.1 I can find and explain solutions to systems of equations graphically.

2. The Lonely Groundhog.

Post Game Discussion (possible questions)

Mathematics our group used Mathematical practices our group used

The Mathematical Practice Standards

a. Which of the practice above are related? How?

Facilitator: One student in each group should be selected to be the facilitator.

HOMEWORK: Individual Written Response

3. After the Taxi Fares task is completed,

5. Discuss these questions with your group:

8. Do we have any additions for our possible “classroom norms” list?

Distance, d, in miles Fare, F, in dollars

(1 to 4 high) (1 to 4 high) (1 to 4 high) (1 to 4 high)

Part II: The Garden Problem Revisited with Spreadsheets

3. What new things do we need to consider related to our classroom NORMS?

Column A Column B Column C Column D

II. Make the Graph

 Chapters: Chapters are organized to address the Utah Core Standards

(1 to 4 high) (1 to 4 high) (1 to 4 high) (1 to 4 high)

Directions 5 = highly skilled

Rate yourself on the following questions (1-5high)

1) Do I make certain I understand what my group is doing?

2) Do I ask clarifying questions?

3) Do I talk too little, just right, too much?

7) Do I focus on learning and not just getting the work done?

8) Do I participate in class by asking or answering questions?

10) Do I go over all my mistakes and make certain I understand?

Pick your best equation to share with the class.

1.0b (task)—Paying the Rent

1. Create your own table. Leave room to write in each space.

Equation Visual Representation Proof that it is still true

2. Record your final equation:__________________________________________________

Given each formula below, solve for the indicated variable.

7. I = PRT (Interest = principal • rate • time) 10. y = mx + b (slope-intercept form of a line).

a) Solve for P:___________________ a) Solve for m:___________________

b) Solve for R:___________________ b) Solve for b:___________________

8. C = 2πr (Circumference = 2 • π • radius) 11. y – y1 = m(x – x1) (Point-slope form of a line).

a) Solve for r:___________________ a) Solve for y:___________________

b) Solve for π:___________________ b) Solve for m:___________________

9. Ax + By = C (standard form of a linear equation)

k feet/minute 10 minutes c) If Tom has to travel farther than Joe to get to

35 miles 5 mph d) If Sarah lives in the same city as Joe but it

Solve the following equations for the unknown 10. 7x = 343

Set up an equation for each problem. Solve

13. Scientists are watching a test of a nuclear blast

14. A polling organization reports that 52% of

15. On KUTV News meteorologist Sterling Poulson

Harvesting the Fields

For the problems above:

Sample problem: Justify the steps in solving an equation:

Solving Absolute Value Equations and inequalities:

Compound Inequalities and Absolute value inequalities:

Set and interval notation:

Practice interval notation:

Utah Core Standards for Mathematics Correlation:

2.0 (task) Mixing Candies:

2.0 (task)—Kimi and Jordan

a) Solve for P:_ a) Solve for m:_

b) Solve for R:_ b) Solve for b:_

a) Solve for r:_ a) Solve for y:_

b) Solve for π:_ b) Solve for m:_