MatSam581031Algebra2ResourceSampler Low

Teacher Resource
Sampler
2-4
2-4
9 0 0 0 0
online access to
0-13-318603-2.
YS L E A R N I N G
Go beyond the textbook

with Pearson Algebra 2
Pearson Algebra 2 Common Core Edition 2015 provides teachers with a wealth
of resources uniquely suited for the needs of a diverse classroom. From extra
practice to performance tasks, along with activities, games, and puzzles, Pearson
is your one-stop shop for flexible Common Core teaching resources.
In this sampler, you will find all the support available for select lessons from
Algebra 2 Chapter 5, illustrating the scope of resources available for the
course. Pearson Algebra 2 Teacher Resources help you help your students
achieve algebra success!
Contents include:

rigorous practice worksheets

extension activities
intervention and reteaching resources
support for English Language Learners
performance tasks
activities and projects
Contents
Student Companion
Think About a Plan
Practice G
Practice K
11
Standardized Test Prep
13
Reteaching
14
Additional Vocabulary Support
16
Activity 17
Game
18
Puzzle 20
Enrichment 21
Teaching with TI Technology
22
Chapter Quiz
26
Chapter Test
28
Find the Errors!
30
Performance Tasks
33
Extra Practice
35
Chapter Project
39
Cumulative Review
43
Weekly Common Core

Standards Practice
45
Performance Based Assessment
47
Common Core
Readiness Assessment
50
Polynomial Functions
5-1
Vocabulary
Review
1. Write S if the expression is in standard form. Write N if it is not.
5 1 7x 2 13x 2
47y 2 2 2y 2 1
3m2 1 4m
Vocabulary Builder
polynomial
polynomial (noun) pahl ah NOH mee ul
3t rt r 3
Related Words: monomial, binomial, trinomial
monomials
Definition: A polynomial is a monomial or the sum of monomials.
2. Circle the polynomial expression(s).

3
2t 4 2 5t 1 t
3x 2 2 5x 1 2
x
7g 3 1 8g 2 2 5
3. Circle the graph(s) that can be represented by a polynomial.

y
Write the number of terms in each polynomial.

4. 6 2 7x 2 1 3x
5. 4b 5 2 3b4 1 7b 3 1 8b 2 2 b
6. 3qr 2 1 q 3r 2 2 q2r 1 7
Copyright by Pearson Education, Inc. or its affiliates. All Rights Reserved.
Use Your Vocabulary
From Student Companion
Chapter 5
118
For review purposes only. Not for sale or resale.
You can classify a polynomial by its degree or by its number of terms.

Degree
Name Using
Degree
Polynomial
Example
Number of
Terms
constant
monomial
linear
x 4
binomial
4x2
monomial
4x32x2x
2x4 5x2
3
2
trinomial
binomial
x 54x 2 2x 1
polynomial of 4 terms
2
3
4
5
quadratic
cubic
quartic
quintic
Name Using
Number of Terms
Problem 1 Classifying Polynomials

Got It? Write 3x 3 2 x 1 5x 4 in standard form. What is the classification of the
polynomial by degree? by number of terms?
7. Use the words in the table above to name each monomial based on its degree.
3x 3
5x 4
2x
8. The polynomial is written in standard form below. Underline each term. Then
circle the exponent with the greatest value.
5x 4 1 3x 3 2 x
9. Classify the polynomial.
by degree
by number of terms
End Behavior of a Polynomial Function

of Degree n with Leading Term axn
You can determine the end behavior of a

polynomial function of degree n from the
leading term ax n of the standard form.
n Even
n Odd
a Positive
Up and Up
Down and Up
a Negative
Down and Down
Up and Down
Problem 2 Describing End Behavior of Polynomial Functions

Got It? Consider the leading term of y 5 24x 3 1 2x 2 1 7. What is the end
behavior of the graph?
10. Circle the leading term, ax n , in the polynomial.
y 5 24x 3 1 2x 2 1 7
119
Lesson 5-1
11. Use your answer to Exercise 10 to identify a and n for the leading term.
a5
n5
12. In this polynomial, a is positive / negative , and n is even / odd .

13. Circle the graph that illustrates the end behavior of this polynomial.
The end behavior is down and up.
The end behavior is down and down.
The end behavior is up and up.
The end behavior is up and down.
Graphing Cubic Functions
Got It? What is the graph of y 5 2x 3 1 2x 2 2 x 2 2? Describe the graph.

Underline the correct word to complete each sentence.
14. The coefficient of the leading term is positive / negative .
15. The exponent of the leading term is even / odd .
16. The end behavior is down / up and down / up .
17. Circle the graph that shows y 5 2x 3 1 2x 2 2 x 2 2.
18. The end behavior of y 5 2x 3 1 2x 2 2 x 2 2 is down / up and down / up , and

there are 1 / 2 / 3 turning points.
Problem 3
Chapter 5
120
Problem 4 Using Differences to Determine Degree

Got It? What is the degree of the polynomial function that generates the data
shown in the table at the right?

19. Complete the flowchart to find the differences of the y-values.
23
1st differences
16
39
15
1
10
13
12
29
linear
5
2nd differences
quadratic
3rd differences
cubic
4th differences
quartic
20. The degree of the polynomial is
3
23
2
16
1
15
10
13
12
29
Lesson Check Do you UNDERSTAND?

Vocabulary Describe the end behavior of the graph of y 5 22x7 2 8x.

21. Underline the correct word(s) to complete each sentence.
The value of a in 22x7 is positive / negative . The exponent in 22x7 is even / odd .
The end behavior is up and up / down and up / up and down / down and down .
Math Success
Check off the vocabulary words that you understand.
polynomial
polynomial function
turning point
end behavior
Rate how well you can describe the graph of a polynomial function.
Need to
review
Now I
get it!
10
121
Lesson 5-1
Name
5-1
Class
Date
Think About a Plan

Packaging Design The diagram at the right shows a cologne

bottle that consists of a cylindrical base and a hemispherical top.
a. Write an expression for the cylinders volume.
b. Write an expression for the volume of the hemispherical top.
c. Write a polynomial to represent the total volume.
1. What is the formula for the volume of a cylinder? Define any variables
you use in your formula.
_______________.
, where r is ____________________ and h is
2. Write an expression for the volume of the cylinder using the information in the
diagram.
3. What is the formula for the volume of a sphere? Define any variables you use in your
formula.
where r is________________________.
4. Write an expression for the volume of the hemisphere.
5. How can you find the total volume of the bottle?
_______________________________________________________________ .
6. Write a polynomial expression to represent the total volume of the bottle.
7. Is the polynomial expression you wrote in simplest form? Explain.
________________________________________________________________
________________________________________________________________ .
Prentice Hall Algebra 2 Teaching Resources
Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
5-1
Class
Date
Practice
Form G
Write each polynomial in standard form. Then classify it by degree and by number of terms.
1. 4x + x + 2
2. 3 + 3x 3x
3. 6x4 1
4. 1 2s + 5s4
5. 5m2 3m2
6. x2 + 3x 4x3
7. 1 + 2x2
8. 5m2 3m3
9. 5x 7x2
10. 2 + 3x3 2
11. 6 2x3 4 + x3
12. 6x 7x
13. a3(a2 + a + 1)
14. x(x + 5) 5(x + 5)
15. p(p 5) + 6
16. (3c2)2
17. (3 b)
18. 6(2x 1)
19.
20.
21.
Determine the end behavior of the graph of each polynomial function.

22. y = 3x4 + 6x3 x2 + 12
23. y = 50 3x3 + 5x2
24. y = x + x2 + 2
25. y = 4x2 + 9 5x4 x3
26. y = 12x4 x + 3x7 1
27. y = 2x5 + x2 4
28. y = 5 + 2x + 7x2 5x3
29. y = 20 5x6 + 3x 11x3
30. y = 6x + 25 + 4x4 x2
Describe the shape of the graph of each cubic function by determining the end
behavior and number of turning points.
31. y = x3 + 4x
32. y = 2x3 + 3x 1
33. y = 5x3 + 6x2
Determine the degree of the polynomial function with the given data.
34.
35.
Prentice Hall Gold Algebra 2 Teaching Resources
Name
5-1
Class
Date
Practice (continued)
Form G
Determine the sign of the leading coefficient and the degree of the polynomial
function for each graph.
37.
36.
38.
39. Error Analysis A student claims the function y = 3x4 x3 + 7 is a fourth-degree
polynomial with end behavior of down and down. Describe the error the student made.
What is wrong with this statement?
40. The table at the right shows data representing a polynomial function.
a. What is the degree of the polynomial function?
b. What are the second differences of the y-values?
c. What are the differences when they are constant?
Classify each polynomial by degree and by number of terms.

Simplify first if necessary.
41. 4x5 5x2 + 3 2x2
42. b(b 3)2
43. (7x2 + 9x 5) + (9x2 9x)
44. (x + 2)3
45. (4s4 s2 3) (3s s2 5)
46. 13
47. Open-Ended Write a third-degree polynomial function. Make a table of values
and a graph.
48. Writing Explain why finding the degree of a polynomial is easier when the
polynomial is written in standard form.
10
Name
Class
Date
Practice
5-1
Form K
Write each polynomial in standard form. Then classify it by degree and by

number of terms.
1. 4x3 3 + 2x2
To start, write the terms of the polynomial

with their degrees in descending order.
4x3 + 2x2 3
2. 8 x5 + 9x2 2x
3. 6x + 2x4 2
4. 6x3
5. 3 + 24x2

6. y = 5x3 2x2 + 1
7. y = 5 x + 4x2
9. y = 3x2 + 9 x3
12. y = 1 + 2x + 4x3 8x4
8. y = x x2 + 10
10. y = 8x2 4x4 + 5x7 2
11. y = 20 x5
13. y = 15 5x6 + 2x 22x3
14. y = 3x + 10 + 8x4 x2
Describe the shape of the graph of each cubic function by determining

the end behavior and number of turning points.
15. y = x3 + 2x
To start, make a table of values to help you

sketch the middle part of the graph.
16. y = 3x3 + 4x2 1
17. y = 4x3 + 2x2 x
Determine the degree of the polynomial function with the given data.
18.
19.
43
65
10
22
25
65
95
Prentice Hall Foundations Algebra 2 Teaching Resources

11
x
2
y
12
0
1
0
3
12
Name
5-1
Class
Date
Practice (continued)
Form K
Determine the sign of the leading coefficient and the degree of the polynomial
function for each graph.
20.
21.
22.
23. Error Analysis A student claims the function y = 2x3 + 5x 7 is a 3rd degree
polynomial with ending behavior of down and up. Describe the error the student
made. What is wrong with this statement?
24. The table to the right shows data representing a polynomial function.
a. What is the degree of the polynomial function?
b. What are the second differences of the y-values?
c. What are the differences when they are constant?
3
2
1
0
98
20
6
2
2
3
48
230
Classify each polynomial by degree and by number of terms. Simplify first if necessary.
25. 3x5 6x2 5 + x2
26. a 2a + 3a2
27. (5x2 + 2x 8) + (5x2 4x)
28. c3(5 c2)
29. (5s3 2s2) (s4 + 1)
30. x(3x)(x + 2)
31. (2s 1)(3s + 3)
32. 5
33. Open-Ended Write a fourth-degree polynomial function. Make a table of
values and a graph.
Prentice Hall Foundations Algebra 2 Teaching Resources

12
Name
Class
5-1
Date

Multiple Choice
For Exercises 17, choose the correct letter.
1. Which expression is a binomial?
x
2
2x
3x2 1 2x 1 4
x29
2. Which polynomial function has an end behavior of up and down?
26x7 1 4x2 2 3
6x7 2 4x2 1 3
27x6 1 3x 2 2
7x6 2 3x 1 2
3. What is the degree of the polynomial 5x 1 4x2 1 3x3 2 5x?
4. What is the degree of the polynomial represented by the data in the table at
the right?
2
5. For the table of values at the right, if the nth differences are constant, what is
the constant value?

212
25
6. What is the standard form of the polynomial 9x2 1 5x 1 27 1 2x3 ?
27 1 5x 1 9x2 1 2x3
9x2 1 5x 1 27 1 2x3
9x2 1 5x 1 2x3 1 27
2x3 1 9x2 1 5x 1 27
7. What is the number of terms in the polynomial (2a 2 5)(a2 2 1)?
Short Response
8. Simplify (9x3 2 4x 1 2) 2 (x3 1 3x2 1 1). Then name the polynomial by
degree and the number of terms.

7
13
3
77
2
24
1
4
3
8
31
Name
Class
5-1
Date
Reteaching
What is the classification of the following polynomial by its degree? by its number of
terms? What is its end behavior? 5x4 3x + 4x6 + 9x3 12 x6 + 3x4
Step 1
Write the polynomial in standard form. First, combine any like terms.
Then, place the terms of the polynomial in descending order from
greatest exponent value to least exponent value.
5x4 3x + 4x6 + 9x3 12 x6 + 3x4
Step 2
8x4 3x + 3x6 + 9x3 12
Combine like terms.
3x6 + 8x4 + 9x3 3x 12
Place terms in descending order.
The degree of the polynomial is equal to the value of the greatest

exponent. This will be the exponent of the first term when the
polynomial is written in standard form.
3x6 + 8x4 + 9x3 3x 12
3x6
The first term is 3x6.

The exponent of the first term is 6.
This is a sixth-degree polynomial.
Step 3
Count the number of terms in the simplified polynomial. It has 5 terms.
Step 4
To determine the end behavior of the polynomial (the directions of the graph
to the far left and to the far right), look at the degree of the polynomial (n)
and the coefficient of the leading term (a).
If a is positive and n is even, the end behavior is up and up.
If a is positive and n is odd, the end behavior is down and up.
If a is negative and n is even, the end behavior is down and down.
If a is negative and n is odd, the end behavior is up and down.
The leading term in this polynomial is 3x6.
a (+3) is positive and n (6) is even, so the end behavior is up and up.
Exercises
What is the classification of each polynomial by its degree? by its number of
terms? What is its end behavior?
1. 8 6x3 + 3x + x3 2
2. 15x7 7
3. 2x 6x2 9
14
Name
Class
5-1
Date
Reteaching (continued)
X
What is the degree of the polynomial function that generates the data
shown at the right? What are the differences when they are constant?
To find the degree of a polynomial function from a data table, you can
use the differences of the y-values.
Step 1 Determine the values of
y2 y1, y3 y2, y4 y3,
y5 y4, y6 y5, y7 y6.
These are called the first
differences. Make a new
column
using
these
values.
52(y1)
18(y2)
2(y3)
2 (y4)
Step 2 Continue determining

1
0 (y5)
differences until the y-values
2
2 (y6)
are all equal. The quantity of
3 2 (y7)
differences is the degree of the
polynomial function.
The third differences are all equal so this is a
third degree polynomial function. The value
of the third differences is 6.
Exercises
What is the degree of the polynomial function that generates the data in the table? What
are the differences when they are constant?
4.
5.
216
24
24
216
6.
101
37
11
19
73
10
15
26
34
204
Name
Class
5-1
Date
Additional Vocabulary Support

Match each word in Column A with the matching polynomial in Column B.

Column A
Column B
1. cubic
A. 8
2. linear
B. 3x4 + 5x2 1
3. quartic
C. 2x2 2
4. quintic
D. 7x + 3x2 + 4
5. constant
E. x + 10
6. quadratic
F. 6x + 3x + 11x + 3
Match each polynomial in Column A with the matching word in Column B.

Column A
Column B
A. trinomial
8. 4x + 6x2 + 3
B. monomial
9. 8x4
C. binomial
7. 5x + 7x
Use the words from the lists below to name each polynomial by its degree and its
number of terms.
Degree
linear
quadratic
cubic
quartic
quintic
Number of Terms
monomial
binomial
trinomial
10. 4x2 2x + 3 __________________________ .

11. 6x
3 ___________________________________________ .
5
12. 3x + 7x 4 __________________________ .
13. 8x + 3 ____________________________ .
14. 2x4 + 5x2 _____________________________________________ .
16
Name
5-4
Class
Date
Activity: Researching the Factors

Dividing Polynomials
Available
Only Online
& DVD
Work in small groups for this activity.

The polynomial P(x) = x4 + x3 28x2 + 20x + 48 can be factored into exactly four
distinct linear factors involving real numbers only. Write the polynomial in factored
form P(x) = (x a)(x b)(x c)(x d).
Notice that when the value of a polynomial changes from negative to
positive (or from positive to negative) there is a root in between, as
shown in the example at the right.
Complete the following table to help find possible values for

the roots of the polynomial.
P(x) = (x a)(x b)(x c)(x d). Devise a plan to find a, b, c,

and d. Describe your plan in writing. Some possible strategies
are shown at the right. Consider the advantages and
disadvantages of each approach. Explore the use of repeated
synthetic division on successive quotients.
Write the polynomial in factored form. Show your groups work with your plan. You may
use a combination of methods.
Wrap Up
Summarize your results in a complete logical and informative solution.
Prentice Hall Algebra 2 Activities, Games, and Puzzles

41
17
TEACH ERS IN STRUCTION S
5-3
Game: Discovering Your Roots
Available
Only Online
& DVD
Solving Polynomial Equations
Provide the host with the following equations and their solutions.
Equation
Solution
1.
(x2 9)(x2 + 6x + 9) = 0
3,3
2.
(x2 1)(x2 + 16) = 0
1, 4i
3.
(x2 9)(2x + 9) = 0
3i,
4.
(x2 + 9)(x2 + 4) = 0
3i, 2i
5.
(x2 + 25)(x2 4)(x + 4) = 0
4, 5i, 2
6.
(x2 + 100)(x2 100) = 0
10i, 10
7.
(x2 + 49)(3x 5) = 0
7i,
8.
(x2 81)(3x2 + 27) = 0
9, 3
9.
(x2 5x + 6)(3x2 + 27) = 0
3,2, 3i
10.
(x2 6x + 9)(9x2 81) = 0
11.
(x2 + 10x + 25)(3x2 + 27) = 0
5, 3i
12.
(x2 + 1)2(2x + 3)2 = 0
i,
13.
(x2 2) (2x 3)2 = 0
14.
(x2 + 2)(2x 4)2 = 0
2i, 2
15.
(x2 + 2x)(2x2 16) = 0
2, 0, 2 2
16.
(x2 + 3x)(3x2 24) = 0
3, 0, 2 2
17.
(x2 6x + 9)(x2 10x + 25) = 0
3,5
18.
(x2 + 2x + 1)(x2 + 10x + 25) = 0
1, 5
9
2
5
3
3
2
3
2,
2

39
18
Name
Class
5-3
Date
Game: Discovering Your Roots

Solving Polynomial Equations
Available
Only Online
& DVD
This is a game for three studentsa host and two players. Players alternate turns. The host will ask a
player to solve an equation below in a reasonable amount of time. Players are to write all solutions to
the given equation. Players earn 5 points for a correct answer and lose 3 points for an incorrect or
incomplete answer.
Equation
Player 1
1. (x2 9)(x2 + 6x + 9) = 0
2. (x2 1)(x2 + 16) = 0
3. (x2 + 9)(2x + 9) = 0
4. (x2 + 9)(x2 + 4) = 0
5. (x2 + 100)(x2 4)(x + 4) = 0
6. (x2 + 100)(x2 100) = 0
7. (x2 +49)(3x 5) = 0
8. (x2 81)(3x2 27) = 0
9. (x2 5x + 6)(3x2 + 27) = 0
10. (x2 6x + 9)(9x2 81) = 0
11. (x2 + 10x + 25)(3x2 + 27) = 0
12. (x2 + 1)2(2x + 3)2 = 0
13.
(x2 2)(2x 3)2 = 0
14. (x2 + 2)(2x 4)2 = 0

15. (x2 + 2x)(2x2 16) = 0
16. (x2 +3x)(3x2 24) = 0
17. (x2 6x + 9)(x2 10x) + 25 = 0
18. (x2+ 2x + 1)(x2 + 10x + 25) = 0
Total

40
19
Player 2
Name
Class
Date
Puzzle: Made in the Shade
5-2
Available
Only Online
& DVD
Polynomials, Linear Factors, and Zeros
Find the zeros of each polynomial below. For each corresponding row, shade in each
number that is a zero. The illustration made from shading the squares suggests the answer to
the riddle below.
A. P(x) = x(x2 1)
B. P(x) = x(x + 2)(x + 1)(x2 + 2x 3)
__________________________
___________________________
D. P(x) = x(x2 25)(x2 + 4x + 3)
C. P(x) = x(x + 4)(x + 3)(x + 1)(x 1)

___________________________
____________________________
E. P(x) = (x2 + x 20)(x + 2)(x2 + 4x + 3)
F . P(x) = (x2 9)(x2 25)
_____________________________
_____________________________
G. P(x) = (x2 + 9x + 20)(x2 5x + 6)(x 5)
H. P(x) = (x2 5x + 6)(x2 9x + 20)
______________________________
______________________________
I. P(x) = x2 6x + 9
J. P(x) = (x2 4x + 4)(x2 4x + 4)
________________________________
_______________________________
K. P(x) = x(x 2x + 1)(x 2)
_______________________________
A
Riddle: This grows above the ground, but the solutions to the polynomials above lie beneath.
And as it grows, it provides shade to those underneath. What is it?
38
20
Name
5-1
Class
Date
Enrichment
Mathematicians use precise language to describe the relationships between sets. One
important relationship is described as a function. You have graphed polynomial functions.
Using this one word may not seem important, but it describes a very specific relationship
between the domain and range of a polynomial. The word function tells you that every
element of the domain corresponds with exactly one element of the range.
1. Another important relationship between two sets is described by the word onto. A
function from set A to set B is onto if every element in set B is matched with an
element in set A. Which of the following relations shows a function from set A to
set B that is onto? Explain.
2. Another relationship between two sets is described as one-to-one. A function from
set A to set B is one-to-one if no element of set B is paired with more than one
element of set A. Which of the following relations shows a function from set A to
set B that is one-to-one? Explain.
Describe each polynomial function. If it is not possible, explain why.

3. Describe a polynomial function that is onto but not one-to-one.
4. Is there a polynomial function that is one-to-one but not onto?

5. Describe a polynomial function that is both onto and one-to-one.
21
22
23
24
25
Name
Class
Date
Chapter 5 Quiz 1
Form G
Lessons 5-1 through 5-4

Do you know HOW?
Write each polynomial function in standard form. Then classify it by degree and by
number of terms.
1. n = 4m2 m + 7m4
2. f(t) = 4t + 3t3 + 2t 7
3. f(r) = 5r + 7 + 2r2
Find the zeros of each function. State the multiplicity of multiple zeros.
4. y = (x + 2)2(x 5)4
5. y = (3x + 2)3(x 5)5
6. y = x2(x + 4)3(x 1)
Divide using synthetic division.

7. (x3 + 3x2 x 3) (x 1)
8. (2x3 3x2 18x 8) (x 4)
Find all the imaginary solutions of each equation by factoring.

9. x4 + 14x2 32 = 0
10. x3 16x = 0
11. 6x3 2x2 + 4x = 0
Do you UNDERSTAND?
12. What is P(4) given that P(x) = 2x4 3x3 + 5x2 1?
13. Open-Ended Write the equation of a polynomial function that has zeros at 3 and 2.
14. The product of three integers is 90. The second number is twice the first number.
The third number is two more than the first number. What are the three numbers?
15. Reasoning The volume of a box is x3 + 4x2 + 4x. Explain how you know the box is
not a cube.
16. Error Analysis For the polynomial function
1
y = x 2 + x + 6 , your friend says
3
the end behavior of the graph is down and up. What mistake did your friend
make?
91
26
Name
Class
Date
Chapter 5 Quiz 2
Form G
Lessons 5-5 through 5-9

Do you know HOW?
Expand each binomial.
1. (2a 1)4
2. (x + 3)5
Use the Rational Root Theorem to list all possible rational roots for each
equation. Then find any actual rational roots.
3. x3 + 9x2 + 19x 4 = 0
4. 2x3 x2 + 10x 5 = 0
What are all the complex roots of the following polynomial equations?
5. x4 + 3x3 5x2 12x + 4 = 0
6. 2x3 + x2 9x + 18 = 0
7. Describe the transformations used to change the graph of the parent function
y
y = x3 to the graph of=
1
3
( x + 4) .
6
Find a polynomial function whose graph passes through each set of points.
8. (0, 3), (1, 0), (1, 10) and (2, 35)
9. (4, 215), (0, 1), (2, 1), and (3, 16)
Do you UNDERSTAND?
10. The potential energy of a spring varies directly as the square of the stretched length l.
1
The formula is PE = kl 2 , where k is the spring constant. When you stretch a
2
spring to 12 ft, it has 483 ft-lb of potential energy. What is the spring constant for
this spring? How much potential energy is created by stretching a 7 ft section?
11. In the expansion of (4r + s)7, one of the terms contains r4s3. What is the
coefficient of this term?
12. Reasoning For a set of data, you make three models. R2 for the quadratic
model is 0.825. R2 for the cubic model is 0.996. R2 for the quartic model is
0.934. Explain why the cubic model may not be the best for predicting outside
the data.
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Chapter 5 Chapter Test
Form G
Do you know HOW?

number of terms.
1. 4x4 + 6x3 2 x 4
2. 9x2 2x + 3x2
3. 4x(x 5)(x + 6)
Find the real solutions of each equation by graphing. Where necessary, round
to the nearest hundredth.
4. x4 + 2x2 1 = 0
5. x3 3x 2 = 0
6. y = x4 + 4x3 + 3 = 0
7. x3 + 3x + 4 = 0
8. x4 + 2x 3 = 0
9. x3 + 2x2 + 1 = 0
Write a polynomial function with rational coefficients so that P(x) = 0 has the
given roots.
10. 2, 3, 5
11. 1, 1, 1
12.
13. 2 i,
3 , 2i
Find the zeros of each function. State the multiplicity of any multiple zeros.
14. y = (x 1)2(2x 3)3
15. y = (3x 2)5(x + 4)2
16. y = 4x2(x + 2)3(x + 1)
Solve each equation.

17. (x 1)(x2 + 5x + 6) = 0
18. x3 10x2 + 16x = 0
19. (x + 2)(x2 + 3x 40) = 0
20. x3 + 3x2 54x = 0
Divide using synthetic division.

21. (x3 4x2 + x 5) (x + 2)
22. (2x3 4x + 3) (x 1)
23. (x3 + 5x2 x + 1) (x + 2)
24. (3x3 x2 + 2x 5) (x 1)
Use the Rational Root Theorem to list all possible rational roots for each
equation. Then find any actual roots.
25. x3 + 2x2 + 3x + 6 = 0
26. x4 7x2 + 12 = 0
27. What is P(5) if P(x) = x3 4x2 + x 2?
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Name
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Chapter 5 Chapter Test (continued)
Form G
Expand each binomial.

28. (x + y)4
29. (4 3x)3
30. (2r + q)5
31. (a + 4b)3
32.
a. Find a cubic function to model the data. (Let x = years after 1960.)
b. Estimate the deaths for the year 2006.
Determine the cubic function that is obtained from the parent function y = x3 after
each sequence of transformations.
33. a vertical stretch by a factor of 5, a reflection across the y-axis, and a horizontal
translation 2 units left
34. a reflection across the x-axis, a horizontal translation 3 units right, and a
vertical translation 7 units down
Do you UNDERSTAND?
35. Reasoning Would it be a good idea to use the cubic model found in
Exercise 32 to estimate the deaths for the year 2050? Why or why not?
36. Writing How do you use Pascals Triangle when expanding a binomial?
37. Can a function with the complex roots 5,
2 , and 3i be a fourth-degree
polynomial with rational coefficients? Explain.
38. A cubic box is 5 in. on each side. If each dimension is increased by x in., what is the
polynomial function modeling the new volume V ?
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Chapter 5 Find the Errors!
Available
Only
Online
For use with Lessons 5-1 through 5-3

For each exercise, identify the error(s) in planning the solution or solving the
problem. Then write the correct solution.
1. Consider the leading term of the polynomial function. What is the end behavior of the
graph? Check your answer with a graphing calculator.

f (x) 5 23x3 1 2x2 2 x 1 1
There are 4 terms, so the function is even and the first term is negative.
The end behavior of an even negative function is down and down.
2. What are the zeros of f(x) 5 (x 2 8)2(2x 2 3)(x 1 1)? What are their multiplicities?
How does the graph behave at these zeros?

8 is a zero of multiplicity 2.
2
3
and 21 are zeros of multiplicity 1.
500
400
300
200
100
The graph looks close to linear at the x-intercepts

21 and 23 . It resembles a parabola at x-intercept 8.
2 O
100
200
300
x
2
10
3. What are the real and imaginary solutions of the equation 3x3 2 6x2 2 12x 5 0?
3x(x2 2 2x 2 4) 5 0
Use the Quadratic Formula to solve x2 2 2x 2 4 5 0.
x5
2(22) 4 "(22)2 2 4(1)(24)

2 4 !20
5
2
2(1)
x 5 1 1 !5
or
x 5 1 2 !5
The solutions are 1 1 !5 and 1 2 !5..
Prentice Hall Algebra 2 Find the Errors!

25
30
Name
Class
Date
Available
Only
Online

1. Use polynomial division to divide x4 1 x3 2 7x 2 3 by x 1 3 . What is the
quotient and remainder?

x3 2 2x2 2 1 2 7x
x 1 3qx4 1 1x3 2 7x 2 3
x4 1 3x3 2 7x 2 3
22x3 2 7x 2 3
22x3 2 6x 2 3
21x 2 3
21x 2 3
0
The quotient is x3 2 2x2 2 1 with remainder 0.
2. What is a third-degree polynomial function y 5 P(x) with rational coefficients so that
P(x) 5 0 has roots 3 1 !2 and 6?
Since 3 1 !2 is a root, then 3 2 !2 is also a root.

P(x) 5 Ax 2 3 2 !2B Ax 2 3 1 !2B Ax 2 6B
P(x) 5 Ax2 1 9 2 2B Ax 2 6B
P(x) 5 Ax2 1 7B Ax 2 6B
P(x) 5 x3 2 6x2 1 7x 2 42
P(x) 5 x3 2 6x2 1 7x 2 42
3. What are all the complex roots of 2x3 1 x2 1 14x 1 7 5 0?

Find the zeros of the function.
Fin
The polynomial equation

has degree 3. There are 3
roots
Step 1
Us synthetic division and

Use
factoring.
fac
The polynomial is in standard form. The possible rational roots are

41, 47, 412 and 472 .
Step 2
Substitute 2 12 for x. The value of f (x) is 0. So, 2 12 is a root and
x 1 12 is a factor.
Step 3
1
02211427
2
1 2
Use synthetic division to factor out x 1 2: 02211027
02201420
Step 4
Q x 1 2 R A2x2 1 14B 5 2 Q x 1 2 R Ax2 1 7B

The complex roots are 2 12 , !7, and 2 !7.
27
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Name
Class
Date
Available
Only
Online

1. What is the expansion of (p 2 3q)4? Use the Binomial Theorem.
(p 2 3q)4 5 p4 1 4p3(23)q 1 6p2(23)q2 1 4p(23)q3 1 1(2 3)q4

5 p4 2 12p3q 2 18p2q2 2 12pq3 2 3q4
2. The chart shows the number, in thousands, of CDs sold
by a local band during the first 7 months. What cubic

function best models the data? Use the model to estimate
sales of CDs in the 8th month.
The n 1 1 Point Principle says that a cubic function requires
4 points. Use CUBICREG on a graphing calculator with the
first 4 points.
y 5 ax3 1 bx2 1 cx 1 d and a 5 0.75, b 5 21.5, c 5 22.25,
and d 5 5.
The function is f (x) 5 0.75x3 2 1.5x2 2 2.25x 1 5.
Month
CD sales
(thousands)
0.5
20
42
40
35
Use the model to estimate CD sales in the 8th month.

f (8) 5 0.75(8)3 2 1.5(8)2 2 2.25(8) 1 5 5 275
During the 8th month, about 275 thousand CDs will be sold.
3. What function do you obtain by applying the following transformations to y 5 x3?
vertical stretch by a factor of 6
vertical translation 4 units down
horizontal translation 5 units right
Step 1 y 5 x3
Step 2 y 5 6x3
S y 5 6x3
S y 5 (6x 2 5)3
Step 3 y 5 (6x 2 5)3
y 5 (6x 2 5)3 2 4
Multiply by 6 to stretch.
Replace x with x 2 5 to translate
horizontally.
Subtract 4 to translate vertically.
The transformed cubic function is y 5 (6x 2 5)3 2 4.

4. What are the real zeros of the function y 5 (x 2 4)3 1 1?
Ax 2 4B 3 1 1 5 0
Ax 2 4B 3 5 21
3
x 2 4 5 "21
x 2 4 5 21 or x 2 4 5 1

x 5 23
2 4x 5 5
The real zeros are 3 and 5.
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Chapter 5 Performance Tasks

Task 1
a. Draw the related graph of x2 2 ax 5 bx 2 ab. Determine the multiplicity of
each root.
b. Draw the related graph of (x 2 a)2(x 2 b) 5 0. Determine the multiplicity of
each root.
c. Rewrite the equations found in parts a and b in standard form.
d. Given the equation ax3 1 bx2 5 2cx, find the roots of this equation in terms
of a, b, and c.
Task 2
1
a. Use division to find the remaining roots of y 5 2x3 1 2x2 2 3x 2 4.

6
4
2
6
2
y
O (2, 0) x
4 6
4
6
b. Use division to find the remaining roots of y 5 x3 2 4x2 2 x 1 4.

y
(4, 0) x
42
6 8
6
8
c. Use the roots found in parts a and b to rewrite the functions in factored form.

99
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Name
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Chapter 5 Performance Tasks (continued)

Task 3
The data in the table at the right shows the times for the Mens
500-m Speed Skating event at the Winter Olympics.
a. Find a quadratic, a cubic, and a quartic model for the data set.
Let x be the number of years since 1980.

b. Compare the models and determine which one is more
appropriate. Explain your choice.
Year
Time (sec)
1984
38.19
1988
36.45
1992
37.14
1994
36.33
1998
35.59
2002
34.42
2006
34.84
SOURCE: www.infoplease.com
Task 4
The power P generated by a circuit varies directly to the square of the current
I times the resistance R.
a. Write quadratic functions that model circuits with a power of 15 watts at
6 amps current, of 30 watts at 12 amps current, and of 60 watts at 24 amps

current.
b. Find the zeros of the functions.
c. What does each zero represent?

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Extra Practice
Chapter 5
Lesson 5-1
number of terms.
1. a2 + 4a 5a2 a
2. 3x
1
5x
3
3. 3n2+ n3 n 3 3n3
5. 6c2 4c+ 7 8c2
4. 15 y 10y 8 + 8y
6. 3x 2 5x x 2 + x + 4x

7. y = x2 2x + 3
10. y =
8. y = x3 2x
1 4
1
x + 5x 2
2
2
9. y = 7x5+ 3x3 2x
11. y = 15x9
12. y = x12+ 6x6 36
Lesson 5-2
Write each polynomial in factored form. Check by multiplication.
13. x3 + 5x
14. x3 + x2 6x
15. 6x3 7x2 3x
Write a polynomial function in standard form with the given zeros.

16. x = 3, 2, 1
17. x= 1, 1, 2
18. x = 2, 1, 1
19. x = 1, 2, 6
20. x = 3, 1, 5
21. x = 0, 0, 2, 3
22, x = 2 ,1, 2, 2
23. x = 2, 4, 5, 7
24. x = 2, 0,
Find the zeros of each function. State the multiplicity of multiple zeros.
25. y = (x 2)(x + 4)
26. y = (x 7)(x 3)
27. y = (x + 1)(x 8)(x 9)
28. y = x (x + 1)(x + 5)
29. y = x (x + 1)
30. y = (x 3)(x 4)
31. Find the relative maximum and minimum of the graph
of f(x) = x3 3x2 + 2. Then graph the function.
32. A jewelry store is designing a gift box. The sum of the length,
width, and height is 12 inches. If the length is one inch greater the
height, what should the dimensions of the box be to maximize
its volume? What is the maximized volume?
Prentice Hall Algebra 2 Extra Practice
17
35
1
,1
3
Name
Class
Date
Extra Practice (continued)

Chapter 5
33. Tonya wants to make a metal tray by cutting four identical
square corner pieces from a rectangular metal sheet. Then

she will bend the sides up to make an open tray.
a. Let the length of each side of the removed squares be x in.
Express the volume of the box as a polynomial function of x.
b. Find the dimensions of a tray that would have a 384-in.3
capacity.
Lesson 5-3
Find the real or imaginary solutions of each equation by factoring.
34. x3 + 27 = 0
35. 8x3 = 125
36. 9 = 4x2 16
37. x2 + 400 = 40x
38. 0 = 4x2 + 28x + 49
39. 9x4 = 48x2 + 64
Solve each equation.

40. t3 3t2 10t = 0
41. 4m3 + m2 m + 5 = 0
42. t3 6t2 + 12t 8 = 0
43. 2c3 7c2 4c = 0
44. w4 13w2 + 36 = 0
45. x 3 + 2x 2 13x + 10 = 0
46. The product of three consecutive integers is 210. Use N to represent the
middle integer.
a. Write the product as a polynomial function of P(N).

b. Find the three integers.
47. The product of three consecutive odd integers is 6783.
a. Write an equation to model the situation.
b. Solve the equation by graphing to find the numbers.
Lesson 5-4
Determine whether each binomial is a factor of x 3 5x 2 2x + 24.
48. x + 2
49. x 3
50. x + 4
Divide.
51. (x3 3x2 + 2) (x 1)
52. (x3 x2 6x) (x 3)
53. (2x3 + 10x2 + 8x) (x + 4)
54. (x4 + x2 6) (x2 + 3)
55. (x2 4x + 2) (x 2)
56. (x3 + 11x + 12) (x + 3)
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Name
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Online
Chapter 5
Lesson 5-5
Find the roots of each polynomial equation.
57. x3 + 2x2 + 3x + 6 = 0
58. x3 3x2 + 4x 12 = 0
59. 3x4 + 11x3 + 14x2 + 7x + 1 = 0
60. 3x4 x3 22x2 + 24x = 0
61. 45x3 + 93x2 12 = 0
62. 8x4 66x3 + 175x2 132x 45 = 0
Lesson 5-6
Find all the zeros of each function.
63. f(x) = x3 4x2 + x 6
64. g(x) = 3x3 3x2 + x 1
65. h(x) = x4 5x3 8x + 40
66. f(x) = 2x4 12x3 + 21x2 + 2x 33
67. A block of cheese is a cube whose side is x in. long. You cut
of a 1-inch thick piece from the right side. Then you cut of a
3-inch thick piece from the top, as shown at the right. The
volume of the remaining block is 2002 in.3. What are the
dimensions of the original block of cheese?
68. You can construct triangles by connecting three vertices of a
convex polygon with n sides. The number of all possible

n 3 3n 2 + 2n
such triangles can be represented as f (n) =
.
6
Find the value of n such that you can construct 84 such
triangles from the polygon.
Lesson 5-7
Use the Binomial Theorem to expand each binomial.
69. (x 1)3
70. (3x + 2)4
71. (4x + 10)3
72. (x + 2y)7
73. (5x y)5
74. (x 4y3)4
75. The side length of a cube is given by the expression (2x + 3y2). Write a
binomial expression for the volume of the cube.
76. What is the sixth term in the binomial expansion of (3x 4)8?
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Name
Class
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Available
Only
Online

Chapter 5
Lesson 5-8
Find a polynomial function whose graph passes through each set of points.
77. (2, 5) and (8, 11)
78. (3, 3) and (7, 9)
79. (2, 16) and (4, 13)
80. (1, 7), (1, 1), and (2, 1)
81. (1, 5), (3, 11), and (5, 5)
82. (4, 13), (1, 2), (0, 1), and (1, 2)
83. The table shows the annual population of Florida for selected years.
Year
Population (millions)
1970
1980
1990
2000
6.79
9.75
12.94
15.98
a. Find a polynomial function that best models the data.

b. Use your model to estimate the population of Florida in 2020.
c. Use your model to estimate when the population of Florida will
reach 20.59 million.
Lesson 5-9
Determine the cubic function that is obtained from the parent function y = x 3 after
each sequence of transformations.
84. vertical stretch by a factor of 2;
85. vertical stretch by a factor of 3;
reflection across the x-axis;

horizontal translation 3 units left
vertical translation down 2 units;

horizontal translation 1 unit right
Find all the real zeros of each function.
86. y = 2 x 3 + 2
88. x + 5
3
2
87. 6 x + 3 6
Find a quartic function with the given x-values as its only real zeros.
89. x = 3 and x = 3
90. x = 1 and x = 3
91. x = 0 and x = 4
92. x = 8 and x = 6
93. x = 2 and x = 8
94. x = 3 and x = 5
Prsentice Hall Algebra 2 Extra Practice
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Name
Class
Date
Chapter 5 Project: Curves by Design

Beginning the Chapter Project
A continuous curve can be approximated by the graph of a polynomial. This fact is
central to modern car design. Scale models are first produced by a designer. Even such
apparently minor parts of the design such as door handles are included in models.
When the modeling process is complete, every curve in the design becomes an
equation that is adjusted by the designer on a computer. Minor changes can
be made through slight changes in an equation. Although in many programs
the computer adjusts the equations, you can do the same thing on a graphing
calculator. When the design has been finalized, the information is used to produce
dies and molds to manufacture the car.
List of Materials
Graphing calculator
Graph paper
Activities
Activity 1: Graphing
A hood section of a new car is modeled by the equation
y 5 0.00143x4 1 0.00166x3 2 0.236x2 1 1.53x 1 0.739. The graph of this
polynomial equation is shown at the right. Use a graphing calculator to
fine-tune the equation. Keep the same window but change the equation.
Pretend you are the designer and produce a curve with a shape more
pleasing to your eye!
Activity 2: Analyzing
Research the design of a car or another object that has curved parts.
On graph paper, sketch a curve that models all or part of the object you chose
to research. Label four points that you think would help identify the curve.
Find the cubic function that fits these four points.
Use the equation y 5 ax3 1 bx2 1 cx 1 d. Solve for the variables
a, b, c, and d using a 4 3 4 inverse matrix.
Identify and label ten points on the sketch you made in Activity 2. Do you think
the function that best fits these points will be more accurate than the function you
found using four points? Explain your reasoning. Then find the new function using
a graphing calculator and the CubicReg feature.
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Name
Class
Date
Chapter 5 Project: Curves by Design (continued)

Finishing the Project
The activities should help you to complete your project. Make a poster to display
the sketch and graphs you have completed for the object you have chosen. On the
poster, include your research about the object.
Reflect and Revise

Before completing your poster, check your equations for accuracy, your graph
designs for neatness, and your written work for clarity. Is your poster eye-catching,
exciting, and appealing, as well as accurate? Show your work to at least one adult
and one classmate. Discuss improvements you could make.
Extending the Project

Interview someone who uses a computer-assisted design (CAD) program at
work. If possible, arrange to have a demonstration of the program. Find out what
skills, education, or experience helped the person successfully enter the field of
computer-assisted design.

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Name
Class
Date
Chapter 5 Project Manager: Curves by Design

Getting Started
Read the project. As you work on the project, you will need a calculator, materials
on which you can record your calculations, and materials to make accurate and
attractive graphs. Keep all of your work for the project in a folder.
Checklist
Suggestions
Activity 1: modeling a curve
Make small changes in the equation at first.
Activity 2: finding a cubic model
Label the turning points.
Activity 3: finding a better fit
Use the regression feature of your graphing

calculator.
object model
Is a cubic function the best model for the

object you chose? Why or why not? How
can you determine the curve that best
models the shape of your object using a
graphing calculator?
Scoring Rubric
4
Your equations and solutions are correct. Graphs are neat and accurate. All
written work, including the poster, is neat, correct, and pleasing to the eye.
Explanations show careful reasoning.
Your equations are fairly close to the graph designs, with some minor errors.
Graphs, written work, and the poster are neat and mostly accurate with
minor errors. Most explanations are clear.
Your equations and solutions contain errors. Graphs, written work, and the
poster could be more accurate and neater. Explanations are not clear.
Major concepts are misunderstood. Project satisfies few of the requirements

and shows poor organization and effort.
Major elements of the project are incomplete or missing.
Your Evaluation of Project Evaluate your work, based on the Scoring Rubric.
Teachers Evaluation of Project

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TEACHER INSTRUCTIONS
Chapter 5 Project Teacher Notes: Curves by Design

About the Project
The Chapter Project gives students an opportunity to adjust a polynomial
equation to fit the curve for their designs of the hood section of a car. They
also write cubic equations for curves of objects of their choice by using inverse
matrices and by using their calculators regression feature.
Introducing the Project

Encourage students to keep all project-related materials in a separate folder.
Ask students if they have ever wondered how car designers change the shapes
of a cars parts. Ask students what they think an equation for a curved section
of a car would look like.
Students graph the given polynomial and fine-tune the equation to make the
graph a pleasing shape for a car hood.
Activity 2: Analyzing
Students research the designs of cars or other objects that have curved parts and
use inverse matrices to write equations for one of their curves.
Students use their calculators to find more accurate equations to model the curves
for their projects.
Finishing the Project

You may wish to plan a project day on which students share their completed
projects. Encourage students to explain their processes as well as their results. Ask
students to review their project work and update their folders.
Have students review their methods for finding and recording curves and
equations used for the project.
Ask groups to share their insights that resulted from completing the project,
such as techniques they found to make fitting the equations to the curves
easier or more accurate.

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Chapter 5 Cumulative Review

Multiple Choice
For Exercises 114, choose the correct letter.
1. Which relation is not a function?
y50
y 5 2x
y5x12
x52
2. For which of the following sets of data is a linear model reasonable?
{(0, 11), (2, 8), (3, 7), (7, 2), (8, 0)}
{(215, 8), (28, 27), (23, 0), (0, 5), (7, 23)}
{(210, 3.5), (25.5, 6.5), (20.1, 24), (3.5, 27.5), (12, 25)}
{(21, 3.5), (0, 2.5), (2, 6.5), (23, 11.5), (5, 27.5)}
3. Which is a solution of the system of inequalities e
(3, 3)
(21, 2)
y14.0
?
y#x11
(1, 5)
(0, 2)
4. Which of the following is the equation of a parabola?
y 5 ux 1 3 u
y5x21
y 5 x2 1 1
x5y12
y 5 8x
y 5 8x2
5. Which of these is a direct variation?
x58
y58
6. Which of these quadratic equations has the factors (x 2 2) and (x 2 3)?
x2 2 x 2 6
x2 1 x 2 6
x2 2 5x 1 6
x2 1 5x 1 6
4x 2 5x2
6x3 2 x 1 7
(4, 3)
(24, 25)
(24, 3)
x,3
x.3
x53
7. Which polynomial is written in standard form?
1 1 3x 2 5x2
8. Solve the system e
3x2 1 2 1 x3
x1450
.
y5x11
(24, 23)
9. Solve 8x , 12 1 4x.
x,1
10. What is the axis of symmetry of y 5 2(x 2 3)2 1 5?
y53
x 5 2.5
x53

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x55
Name
Class
Chapter 5 Cumulative Review
Date
(continued)
11. A sixth-degree polynomial function with rational coefficients has complex
roots 6, !2, and 25i. Which of the following cannot be another complex root
of this polynomial?
5i
12. Solve (x 1 3)(x 1 4) 5 0
i !3
2!2
x 5 3 or x 5 4
x 5 23 or x 5 24
x50
none of the above
13. Which relation is a function?
{(2, 3), (3, 5), (1, 4), (2, 21)}
{(3, 1), (3, 3), (3, 2), (3, 0)}
{(1, 0), (0, 2), (3, 9), (21, 8)}
{(1, 4), (2, 4), (4, 3), (4, 4)}
14. Find the roots of x3 1 x2 2 17x 1 15 5 0.
1, 3, 5
21, 3, 5
25, 23, 21
25, 1, 3
Short Response
15. Open-Ended Write the equation of a direct variation in slope-intercept form.
Write the x-and y-intercepts.

16. Writing Explain how to write a polynomial equation in standard form with
roots x = a, b, c.
17. Evaluate 2a2 2 5a 1 4 for a 5 3.
18. Graph the inequality: 2x 2 3y , 6.
19. Use Pascals Triangle or the Binomial Theorem to expand (x 2 y2)3.
20. Determine the equation of the graph of y 5 x3 under a vertical stretch by a
factor of 8, a reflection across the x-axis, a horizontal translation 3 units left,

and a vertical translation 5 units up.
Extended Response
21. An arrow is shot upward. Its height h, in feet, is given by the equation
h 5 216t2 1 32t 1 5, where t is the time in seconds. The arrow is released at t 5 0 s.

a. How many seconds does it take until the arrow hits the ground?
b. How high is the arrow after 2 seconds?
102
44
Name
Class
Date
Common Core Standards Practice
Week 8
Constructed Response
Selected Response
1. Describe the end behavior of the
2. Andrew needs a set of wheels, a truck,
polynomial f(x) 5 x8 2 8x4 1 6x2.
and a deck to build a skateboard. A

deck costs $1 more than a truck. A truck
costs $1 more than a set of wheels. The
product of the cost of the three parts is
5 times the sum of the cost of the parts.
Write a polynomial function to model
the cost of building the skateboard.
A down and down

B down and up
C up and down
D up and up
Extended Response
3. a. Find all of the solutions of f(x) 5 22x2 2 5x 1 7 by factoring.
b. Explain how to use your solutions from part (a) to graph the polynomial.
y
c. Graph the function.

x
O
8
45
COMMON
COREPractice
STANDARDS PRACTICE
Common
Core Standards
week 8
For use after Lessons 5-1 through 5-3
Algebra 2
Overview
Looking Back
Mathematics of the week
Looking Ahead
In Chapter 4, students have

learned the concepts related to
quadratic functions and graphs
(F.IF.C.7.a, F.IF.C.8.a, F.LE.A.3).
Students need to understand

the behaviors of polynomial
functions and graphs. Students
need to write a polynomial
function to model a given
situation.
Later in this chapter students

will learn about other ways to
graph and find the roots of
polynomial functions (A.APR.B.2,
A.APR.B.3, F.IF.C.7.c).
COMMOn COre COntent StAndArdS

F.IF.B.4 For a function that models a relationship between two quantities, interpret key
features of graphs and tables . . .
F.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand
in simple cases and using technology for more complicated cases.

F.BF.A.1 Write a function that describes a relationship between two quantities.
A.APR.B.3 Identify zeros of polynomials when suitable factorizations are available, and use
the zeros to construct a rough graph of the function defined by the polynomial.
A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it. . . .
A.REI.D.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); . . .
Mathematical Practice Standards: 1, 2, 4, 5, 6, 7, 8
teAChing nOteS
Selected response
1. Error Analysis: Students describe the shape of the graph of a polynomial function. If the
student answers A, B, or C, he or she does not know the rules for determining end behavior based on the leading term of the polynomial. The leading term x8 has an even degree
and positive coefficient indicating up and up end behavior.
Constructed response
2. Students write a polynomial function that models a real-world situation. Have students
define the variable x to represent the cost of the deck, truck, or set of wheels. Ask students
to define the other two costs in terms of x. Ask students to translate the third sentence into
an equation. Ask students to simplify the equation, and write it as a polynomial function.
Remind students that this polynomial describes the cost of building a skateboard based
on the variable that they defined.
extended response
3. Students solve a quadratic function by factoring and use the solutions to graph the function. Remind students that the real solutions of a polynomial equation are also zeros and
x-intercepts. Suggest that students determine end behavior and make use of symmetry.
T8
46
Name
Class
Date
Performance Task: Modeling Ferris Wheel Rides

Complete this performance task in the space provided. Fully answer all parts
of the performance task with detailed responses. You should provide sound
mathematical reasoning to support your work.
You and your friend go to the county fair. There are two Ferris wheels there, like
the ones shown below. For each Ferris wheel, riders travel 24 feet per minute
along the wheels circumference. The wheels are 2 ft above the ground.
20 ft
16 ft
2 ft
2 ft
Not to scale
Task Description
Assume that you start at the bottom of the larger wheel and your friend starts
at the bottom of the smaller wheel at the same time. When will you and your
friend be at the same height above the ground? How high will that be?
a. How long does the larger wheel take to complete 1 revolution? Round to the
nearest hundredth of a minute.
b. Without calculating, how do you know that you and your friend will NOT
reach the top of your wheels at the same time?
112
47
Name
Class
Date
Performance Task: Modeling Ferris Wheel Rides (continued)

c. What is the period for the revolution of the smaller Ferris wheel? Round to
the nearest hundredth of a minute.
d. Write functions to model the heights above the ground of you and your
friend with respect to time.
e. Use a graphing calculator to graph the functions over the domain 0 to

7 minutes. Use the intersect or trace feature to determine when you
and your friend will first be at the same height after the ride starts. What is
this height?
f. Find the second time and height when you and your friend will be at the
same height.
g. Use the graphs to estimate the times, between 0 and 7 minutes, when the
difference between your heights will be the greatest.
113
48
Name
Class
Date
Performance Task 2 Scoring Rubric

Modeling Ferris Wheel Rides
The Scoring Rubric proposes a maximum number of points for each of the parts that make
up the Performance Task. The maximum number of points is based on the complexity and
difficulty level of the sub-task. For some parts, you may decide to award partial credit to
students who may have shown some understanding of the concepts assessed, but may not
have responded fully or correctly to the question posed.
Maximum
Points
Task Parts
a. Circumference of the larger wheel: 2(20 ft) 5 40 ft
Since it is traveling at 24 feet per minute, the time it takes to complete 1
revolution is 40 4 24 < 5.23 minutes.
b. It will take more time to reach the top on the larger wheel, because the
distance is greater and the speeds are equal.
c. Circumference of the smaller wheel: 2(16 ft) 5 32 ft

Since it is traveling at 24 feet per minute, the period for the revolution is
32 4 24 < 4.19 minutes.
d. Use a cosine function of the form y 5 a cos bx, with

2p
a 5 amplitude,
5 period, and x 5 angle measure in radians.
b
Then shift right and up.
2p
5.23
ax 2
b b 1 22.
5.23
2
4.19
2p
ax 2
b b 1 18.
Your friend: y 5 16cosa
4.19
2
You: y 5 20cosa
e. The graphs first intersect at (1.72, 31.6); you will be at the same height
after 1.72 minutes, and your height above the ground will be 31.6 feet.
f. The graphs intersect next at (4.68, 6.17); you will be at the same height
again after 4.68 minutes, and your height above the ground will be
6.17 feet.
g. The times when the difference between your heights will be greatest are
close to 5.8 minutes after starting the ride.
Total points
20
A19
49
Name
Class
Date
Common Core Readiness Assessment 3
1. Write the polynomial in factored form.
5. Use the graph of the quadratic function
f (x) to find the real solutions of f (x) 5 0.
2x3 2 6x2 1 4x
A
B
C
D
10
9
8
7
6
5
4
3
2
1
2x(x 2 2)(x 2 1)
2x(x 1 2)(x 2 1)
x(2x 1 1)(x 2 2)
x(2x 1 1)(x 1 2)
2. Which polynomial has zeros of 2, 5,
and 24?
F
G
H
J
(x 1 2)(x 1 5)(x 2 4)
(2x 2 4)(x 1 5)(x 1 4)
(x 2 2)(x 2 5)(x 2 4)
(2x 2 4)(x 2 5)(x 1 4)
A
B
C
D
x
1 2 3 4 5 6 7 8 9
3
0, 6
2, 4
no solution
3. Write the polynomial in standard form
with the zeros 24, 0, 3, and 3.

A
B
C
D
6. What are the solutions of x3 1 8 5 0?
x4 1 2x3 2 13x2 1 36x

x4 2 2x3 2 15x2 1 36x
x4 2 2x3 1 15x2 1 32x
x4 2 3x3 1 15x2 2 32x
F 22, 2
G 22, 1 1 i "3 , 1 2 i "3
H 22, 2, 1 1 i "3 , 1 2 i "3

3
J "2, "4, 2
4. What are the solutions of
3x3 2 9x2 2 12x 5 0?
F
G
H
J
24, 23, 1
24, 21, 0
21, 0, 4
0, 1, 4
43
Common Core Readiness Assessment (page 1 of 4)
50
Name
Class
7. Determine the end behavior of the
11. A pitchers earned run average is
9?R
, where
calculated by the formula E 5
I
E represents the earned run average, R
represents the number of earned runs
allowed, and I represents the number of
innings pitched. Solve the formula for I .
graph of the polynomial function

f(x) 5 x4 1 3x3 1 4x 1 12.
A
B
C
D
Date
Up and Up
Down and Down
Down and Up
Up and Down
A I59?R?E
9?E
R
E
C I5
9?R
9?R
D I5
E
B I5
8. Use synthetic division and the
remainder theorem to find P(a).

P(x) 5 x3 1 6x2 2 7x 2 60; a 5 3
F
G
H
J
2 60
23
0
3
12. Sallys weekly salary (in dollars) is given by
the piecewise function f(x) 5 12x, where

x is the number of hours worked per week
up to 40 hours, and f(x) 5 24x 2 480,
when x is more than 40 hours in a week.
How long would she have to work to earn
$600 in a week?
9. Solve. Check for extraneous solutions.
"x 1 14 2 2 5 x
A
B
C
D
x
x
x
x
5
5
5
5
2 only
22 only
25 or x 5 2
5 or x 5 22
F
G
H
J
10. What is the equation for the
graph shown?
13. What is the average rate of change for
F y 5 1 2 x3
G y5
x3
the function f(x) 5 4x2 over the interval

7
0#x# ?
4
21
H y 5 2x3 2 1
J
50 hours
45 hours
40 hours
25 hours
y 5 (x 2 1)3
A
B
C
D
1.75
3.0625
7.0
11.25
14. What is f 21 , the inverse of f , for the
function f(x) 5 "x 2 5?
f 21(x)
G f 21(x)
H f 21(x)
J f 21(x)
F
5
5
5
5
5 2 x2 , for x $ 25
x2 1 5, for x $ 0
x2 1 5, for x $ 2 5
(x 2 5)2 , for x $ 0
44
51
Name
Class
19. Rationalize the denominator of the
15. Solve. "6x 2 18 2 9 5 0

A
B
C
D
Date
expression.
6
10.5
16.5
27
"x 5
"3xy3
A
16. Simplify.
3x2y"x
"0.25x4
F 0.5x2
3y2
3x2"xy
G 20.5x or 0.5x
H 0.0625x
3xy3
J 20.0625x2 or 0.0625x2
"x 5
3y2
x2"3y
3y2
20. Simplify.
17. Simplify.
3
3
4y2 ? 3"20x
5y
2"2x
"x12y16
3
F 224x3y "5
A u x3 u y4
B x3y4
3
G 26x3y "5
3
H 26x9y3 "5
C u x3y4 u
D x 3 u y4 u
3
J 26x3y "40
21. Simplify.
18. Simplify.
1 2
x3 x3
x 21
A x
$#"g
g
F "g
B x3
C x 21
D x2
G "g
3
H "g
6
J "g
22. Simplify.
5 "x 1 3 "y 2 "x
F 7"xy
G 7 "x 1 "y
H 4 "x 1 3 "y
J 5 1 3 "y
45
52
Name
Class
Date
28. The domain of a linear function is
23. Simplify.
9"45 1 2"20
{x: x # 0} and the range is { y: y 5 5}.

What are the domain and range of the
inverse?
B 31"5
F
G
H
J
A "320
C 128"3
D 4805
24. Simplify.
domain: { y: y # 0}; range: {x: x 5 5}

domain: {x: x 5 5}; range: { y: y # 0}
domain: {x: x # 0}; range: { y: y 5 5}
domain: {x: x # 5}; range: { y: y 5 0}
29. The graph of y 5 2x2 2 2 is the solid
Q 5 1 2 "3 R Q 2 2 "3 R
graph below. Which dashed graph is its

inverse?
F 5 1 4 "3
G 1 1 3 "3
H 3 2 2 "3
J 4 2 "3
a
1
4
25. Which of the following is equal to c 2 3 ?

A
x
4
1
3
"c
4
B 2"c
C 2c3
A
B
C
D
1
D 3
c
26. Which expression is equivalent to the
expression "x8y 26 ?
F xy
G
a
bA2_OK_3eDBT_BM_ta4
c
none of the above
30. Which equation describes the inverse of
f (x) 5 7x 1 8?
x4
Z y3 Z
1
7
F f 21(x) 5 2 x 1
H x16y 212
8
7
1
8
x2
7
7
1
8
H f 21(x) 5 2 x 2
7
7
1
8
21
J f (x) 5 x 1
7
7
G f 21(x) 5
J 2x4y3
27. Write the expression below using
rational exponents.
4 3 2
"
x y
3 1
A x 4 y2
4
B x3 y2
STOP
C x34 y6
D x12 y8
46
53
Name
Class
Date
Common Core Readiness Assessment 3 Report
Common Core
State Standards
Test
Items
Algebra 2
Student
Number Proficient?
Edition
Correct Yes or No Lesson(s)
Number and Quantity

N.CN.A.9 (+) Know the Fundamental Theorem
of Algebra; show that it is true for quadratic
polynomials.
5-6
1, 1623,
25, 26, 27
5-3, 6-1, 6-2,

6-3
A.APR.A.1 Understand that polynomials form a

system analogous to the integers, namely, they are
closed under the operations of addition, subtraction,
and multiplication; add, subtract, and multiply
polynomials.
24
5-3, 6-1,
6-2, 6-3
A.APR.B.2 Know and apply the Remainder Theorem:

For a polynomial p(x) and a number a, the remainder
on division by x a is p(a), so p(a) = 0 if and only if (x
a) is a factor of p(x).
5-4
A.APR.B.3 Identify zeros of polynomials when

suitable factorizations are available, and use the zeros
to construct a rough graph of the function defined by
the polynomial.
2, 3, 4
5-2, 5-6
A.CED.A.4 Rearrange formulas to highlight a quantity

of interest, using the same reasoning as in solving
equations.
11
6-5
A.REI.A.2 Solve simple rational and radical equations

in one variable, and give examples showing how
extraneous solutions may arise.
9, 15
6-5
F.IF.B.4 For a function that models a relationship

between two quantities, interpret key features of graphs
and tables in terms of the quantities, and sketch graphs
showing key features given a verbal description of the
relationship. Key features include: intercepts; intervals
where the function is increasing, decreasing, positive,
or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.
5-1, 5-8
F.IF.B.5 Relate the domain of a function to its

graph and, where applicable, to the quantitative
relationship it describes.
12
5-8
F.IF.B.6 Calculate and interpret the average rate of

change of a function (presented symbolically or as a
table) over a specified interval. Estimate the rate of
change from a graph.
13
5-8
Algebra
A.SSE.A.2 Use the structure of an expression to
identify ways to rewrite it.
Functions
46A
54
Name
Class
Date
Common Core Readiness Assessment 3 Report
Common Core
State Standards
Test
Items
Algebra 2
Student
Number Proficient?
Edition
Correct Yes or No Lesson(s)
F.IF.C.7 Graph functions expressed symbolically, and

show key features of the graph, by hand in simple cases
and using technology for more complicated cases.
10
5-2, 5-8, 6-8
F.IF.C.7.c Graph polynomial functions, identifying zeros

when suitable factorizations are available, and showing
end behavior.
5-1, 5-2, 5-9
F.BF.B.4.c* (+) Read values of an inverse function from a

graph or a table, given that the function has an inverse.
28, 29,
30
6-7
14
6-7
F.BF.B.4.a Solve an equation of the form f(x) = c for

a simple function f that has an inverse, and write an
expression for the inverse.
Student Comments:
46B
55
Parent Comments:
Teacher Comments:
46C
56
Notes
57
Notes
58
Notes
59
Pearson Algebra 1, Geometry, Algebra 2

Common Core Edition 2015
Teacher Resources: Print, DVD, and Online
1 Expressions, Equations,
and Inequalities
1 Foundations for
Algebra
2 Functions, Equations,
and Graphs
2 Solving Equations
3 Linear Systems
3 Solving Inequalities
4 Quadratic Functions
and Equations
4 An Introduction
to Functions
5 Linear Functions
1 Tools of Geometry
6 Systems of Linear Equations

and Inequalities
2 Reasoning and Proof
5 Polynomials and
6 Radical Functions and
Rational Exponents
3 Parallel and
Perpendicular Lines
7 Exponents and
Exponential Functions
7 Exponential and
Logarithmic Functions
4 Congruent Triangles
8 Polynomials and Factoring
8 Rational Functions
5 Relationships Within
Triangles
9 Quadratic Functions
and Equations
9 Sequences and Series

10 Quadratic Relations
and Conic Sections
6 Polygons and
Quadrilaterals
10 Radical Expressions
and Equations
11 Probability and Statistics
7 Similarity
11 Rational Expressions
nd Functions
12 Data Analysis
and Probability
12 Matrices
8 Right Triangles and

Trigonometry
13 Periodic Functions and

Trigonometry
9 Transformations
14 Trigonometric Identities
and Equations
10 Area
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12 Circles
13 Probability
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PowerAlgebra.com, order ISBN 0-13-318549-4.
ISBN-13: 978-0-13-318602-4
ISBN-10:
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PowerGeometry.com, order ISBN 0-13-318583-4.
Print
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Student Companion
Think About a Plan (Editable)
Practice Form G (Editable)
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Find the Errors!
Enrichment (Editable)
Additional Vocabulary Support (Editable)
Activities, Games, and Puzzles (Editable)
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Quizzes and Tests Form G (Editable)
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Common Core Standards Practice and Review
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Teacher Resource

Go beyond the textbook

rigorous practice worksheets

Think About a Plan

Standardized Test Prep

Additional Vocabulary Support

Find the Errors!

Weekly Common Core

Performance Based Assessment

polynomial (noun) pahl ah NOH mee ul

Related Words: monomial, binomial, trinomial

Definition: A polynomial is a monomial or the sum of monomials.

2. Circle the polynomial expression(s).

3. Circle the graph(s) that can be represented by a polynomial.

Write the number of terms in each polynomial.

Copyright by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Use Your Vocabulary

From Student Companion

For review purposes only. Not for sale or resale.

You can classify a polynomial by its degree or by its number of terms.

Problem 1 Classifying Polynomials

Copyright by Pearson Education, Inc. or its affiliates. All Rights Reserved.

End Behavior of a Polynomial Function

You can determine the end behavior of a

Down and Down

Problem 2 Describing End Behavior of Polynomial Functions

For review purposes only. Not for sale or resale.

12. In this polynomial, a is positive / negative , and n is even / odd .

The end behavior is down and down.

The end behavior is up and up.

The end behavior is up and down.

Graphing Cubic Functions

Got It? What is the graph of y 5 2x 3 1 2x 2 2 x 2 2? Describe the graph.

18. The end behavior of y 5 2x 3 1 2x 2 2 x 2 2 is down / up and down / up , and

Copyright by Pearson Education, Inc. or its affiliates. All Rights Reserved.

From Student Companion

For review purposes only. Not for sale or resale.

Problem 4 Using Differences to Determine Degree

shown in the table at the right?

20. The degree of the polynomial is

Lesson Check Do you UNDERSTAND?

Vocabulary Describe the end behavior of the graph of y 5 22x7 2 8x.

From Student Companion

Think About a Plan

Packaging Design The diagram at the right shows a cologne

you use in your formula.

5. How can you find the total volume of the bottle?

7. Is the polynomial expression you wrote in simplest form? Explain.

Prentice Hall Algebra 2 Teaching Resources

Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved.

For review purposes only. Not for sale or resale.

14. x(x + 5) 5(x + 5)

Determine the end behavior of the graph of each polynomial function.

23. y = 50 3x3 + 5x2

25. y = 4x2 + 9 5x4 x3

26. y = 12x4 x + 3x7 1

28. y = 5 + 2x + 7x2 5x3

29. y = 20 5x6 + 3x 11x3

33. y = 5x3 + 6x2

Prentice Hall Gold Algebra 2 Teaching Resources

Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved.

For review purposes only. Not for sale or resale.

39. Error Analysis A student claims the function y = 3x4 x3 + 7 is a fourth-degree

Classify each polynomial by degree and by number of terms.