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TRANSCRIPT
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· Characteristics of Quadratic Equations
· Graphing Quadratic Equations
· Transforming Quadratic Equations
· Solve Quadratic Equations by Graphing
· Solve Quadratic Equations by Factoring
· Solve Quadratic Equations Using Square Roots
· Solve Quadratic Equations by Completing the Square
· Solve Quadratic Equations by Using the Quadratic Formula
· Key Terms
· Solving Application Problems
· The Discriminant
Table of ContentsClick on the topic to go to that section
Slide 5 / 175
Axis of symmetry: The vertical line thatdivides a parabola intotwo symmetrical halves
Axis of Symmetry
Slide 6 / 175
Maximum: The y-value of thevertex if a < 0 and the parabola opens downward
Minimum: The y-value of thevertex if a > 0 and theparabola opens upward
Parabola: The curve resultof graphing aquadratic equation
(+ a)Max
Min(- a)
Parabolas
Slide 7 / 175
Quadratic Equation: An equation that can be written in the standard form ax 2 + bx + c = 0. Where a, b and c are real numbers and a does not = 0.
Vertex: The highest or lowest point ona parabola.
Zero of a Function: An x value that makes the function equal zero.
Quadratics
Slide 9 / 175
A quadratic equation is an equation of the form ax2 + bx + c = 0 , where a is not equal to 0.
Quadratics
The form ax2 + bx + c = 0 is called the standard form of the quadratic equation.
The standard form is not unique. For example, x2 - x + 1 = 0 can be written as the equivalent equation -x2 + x - 1 = 0.
Also, 4x2 - 2x + 2 = 0 can be written as the equivalent equation 2x2 - x + 1 = 0. Why is this equivalent?
Slide 10 / 175
Practice writing quadratic equations in standard form: (Simplify if possible.)
Write 2x2 = x + 4 in standard form:
Writing Quadratic Equations
Slide 10 (Answer) / 175
Practice writing quadratic equations in standard form: (Simplify if possible.)
Write 2x2 = x + 4 in standard form:
Writing Quadratic Equations
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Ans
wer
2x2 - x - 4 = 0
Slide 11 / 175
1 Write 3x = -x2 + 7 in standard form:
A. x2 + 3x-7= 0
B. x2 -3x +7=0
C. -x2 -3x -7= 0
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1 Write 3x = -x2 + 7 in standard form:
A. x2 + 3x-7= 0
B. x2 -3x +7=0
C. -x2 -3x -7= 0
[This object is a pull tab]
Ans
wer
A
Slide 12 / 175
2 Write 6x2 - 6x = 12 in standard form:
A. 6x2 - 6x -12 = 0
B. x2 - x - 2 = 0
C. -x2 + x + 2 = 0
Slide 12 (Answer) / 175
2 Write 6x2 - 6x = 12 in standard form:
A. 6x2 - 6x -12 = 0
B. x2 - x - 2 = 0
C. -x2 + x + 2 = 0
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Ans
wer
B
Slide 13 / 175
3 Write 3x - 2 = 5x in standard form:
A. 2x + 2 = 0
B. -2x - 2 = 0
C. not a quadratic equation
Slide 13 (Answer) / 175
3 Write 3x - 2 = 5x in standard form:
A. 2x + 2 = 0
B. -2x - 2 = 0
C. not a quadratic equation
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Ans
wer
C
Slide 14 / 175
← upward
→downward
The graph of a quadratic is a parabola, a u-shaped figure.
The parabola will open upward or downward.
Characteristics of Quadratic Functions
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A parabola that opens upward contains a vertex that is a minimum point. A parabola that opens downward contains a vertex that is a maximum point.
vertex
vertex
Characteristics of Quadratic Functions
Slide 16 / 175
The domain of a quadratic function is all real numbers.
Characteristics of Quadratic Functions
D = Reals
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To determine the range of a quadratic function,ask yourself two questions:
> Is the vertex a minimum or maximum? > What is the y-value of the vertex?
If the vertex is a minimum, then the range is all real numbers greater than or equal to the y-value.
The range of this quadratic is [–6,∞)
Characteristics of Quadratic Functions
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If the vertex is a maximum, then the range is all real numbers less than or equal to the y-value.
The range of this quadratic is (–∞,10]
Characteristics of Quadratic Functions
Slide 19 / 175
7. An axis of symmetry (also known as a line of symmetry) will divide the parabola into mirror images. The line of symmetry is always a vertical line of the form
x=2
Characteristics of Quadratic Functions
x = –b2a
x = –(–8) 2(2)
= 2 y = 2x2 – 8x + 2
Slide 19 (Answer) / 175
7. An axis of symmetry (also known as a line of symmetry) will divide the parabola into mirror images. The line of symmetry is always a vertical line of the form
x=2
Characteristics of Quadratic Functions
x = –b2a
x = –(–8) 2(2)
= 2 y = 2x2 – 8x + 2
Teac
her N
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[This object is a teacher notes pull tab]
Remember "opposite of b." In this example, "b" is -8, therefore the
calculation is +8 divided by 4.
Slide 20 / 175
To find the axis of symmetry simply plug the values of a and b into the equation: Remember the form ax 2 + bx + c. In this example a = 2, b = -8 and c =2
Characteristics of Quadratic Functions
x=2x = –b2a
x = –(–8) 2(2)
= 2 y = 2x2 – 8x + 2
a b c
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The x-intercepts are the points at which a parabola intersects the x-axis. These points are also knownas zeroes, roots or solutions and solution sets. Each quadratic equation will have two, one or no real x-intercepts.
Characteristics of Quadratic Functions
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4 The vertical line that divides a parabola into two symmetrical halves is called...
A discriminant
B perfect square
C axis of symmetry
D vertex
E slice
Slide 22 (Answer) / 175
4 The vertical line that divides a parabola into two symmetrical halves is called...
A discriminant
B perfect square
C axis of symmetry
D vertex
E slice[This object is a pull tab]
Ans
wer
C
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Slide 23 (Answer) / 175
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6 The equation y = x2 + 3x − 18 isgraphed on the set of axes below.
−3 and 60 and −183 and −6 3 and −18
ABC
D
Based on this graph, what are the roots of the equation x2 + 3x − 18 = 0?
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from
www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 24 (Answer) / 175
6 The equation y = x2 + 3x − 18 isgraphed on the set of axes below.
−3 and 60 and −183 and −6 3 and −18
ABC
D
Based on this graph, what are the roots of the equation x2 + 3x − 18 = 0?
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from
www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
[This object is a pull tab]
Ans
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C
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7 The equation y = − x 2 − 2x + 8 isgraphed on the set of axes below.
Based on this graph, what are the roots of the equation −x2 − 2x + 8 = 0?
A 8 and 0
B 2 and –4
C 9 and –1
D 4 and –2
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from
www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 25 (Answer) / 175
7 The equation y = − x 2 − 2x + 8 isgraphed on the set of axes below.
Based on this graph, what are the roots of the equation −x2 − 2x + 8 = 0?
A 8 and 0
B 2 and –4
C 9 and –1
D 4 and –2
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from
www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
[This object is a pull tab]
Ans
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B
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8 What is an equation of the axis of symmetry of the parabola represented by y = −x2 + 6x − 4?
A x = 3B y = 3C x = 6D y = 6
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from
www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 26 (Answer) / 175
8 What is an equation of the axis of symmetry of the parabola represented by y = −x2 + 6x − 4?
A x = 3B y = 3C x = 6D y = 6
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from
www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
[This object is a pull tab]
Ans
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A
Slide 27 / 175
9 The height, y, of a ball tossed into the air can be represented by the equation y = –x2 + 10x + 3, where x is the elapsed time. What is the equation of the axis of symmetry of this parabola?
A y = 5
B y = –5C x = 5D x = –5
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from
www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 27 (Answer) / 175
9 The height, y, of a ball tossed into the air can be represented by the equation y = –x2 + 10x + 3, where x is the elapsed time. What is the equation of the axis of symmetry of this parabola?
A y = 5
B y = –5C x = 5D x = –5
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from
www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
[This object is a pull tab]
Ans
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D
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Slide 28 (Answer) / 175
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x x2
-3 9-2 4-1 10 01 12 43 9
The quadratic parent equation is y = x2. The graph of all other quadratic equations are transformations of the graph of y= x2.
Quadratic Parent Equation
y = x2
y = – – x223
Slide 31 / 175
The quadratic parent equation is y = x 2. How is y = x2 changed into y = 2x2?
x 2
-3 18
-2 8
-1 2
0 0
1 2
2 8
3 18
Quadratic Parent Equation
y = 2x2
y = x2
Slide 32 / 175
x 0.5
-3 4.5
-2 2
-1 0.5
0 0
1 0.5
2 2
3 4.5
The quadratic parent equation is y = x 2. How is y = x2 changed into y = .5x2?
Quadratic Parent Equation
y = x2
y = – x212
Slide 33 / 175
How does a > 0 affect the parabola? How does a < 0 affect the parabola?
What does "a" do in y = ax2+ bx + c ?What Does "A" Do?
y = x2 y = –x2
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What does "a" also do in y =ax2 + bx +c ?
How does your conclusion about "a" changeas "a" changes?
What Does "A" Do?
y = x2y = – x212
y = 3x2
y = –1x2 y = –3x2 y = – – x212
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If the absolute value of a is > 1, then the graph of the equation is narrower than the graph of the parent equation.
If the absolute value of a is < 1, then the graph of the equation is wider than the graph of the parent equation.
If a > 0, the graph opens up.
If a < 0, the graph opens down.
What does "a" do in y = ax2 + bx + c ?
What Does "A" Do?
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11 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent equation.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = .3x2
Slide 36 (Answer) / 175
11 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent equation.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = .3x2
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Ans
wer
A
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12 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent function.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = –4x2
Slide 37 (Answer) / 175
12 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent function.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = –4x2
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Ans
wer
D
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13 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent equation.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = –2x2 + 100x + 45
Slide 38 (Answer) / 175
13 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent equation.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = –2x2 + 100x + 45
[This object is a pull tab]
Ans
wer
D
Slide 39 / 175
14 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent function.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = – – x223
Slide 39 (Answer) / 175
14 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent function.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = – – x223
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Ans
wer
C
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15 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent function.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = – – x275
Slide 40 (Answer) / 175
15 Without graphing determine which direction does the parabola open and if the graph is wider or narrower than the parent function.
A up, wider
B up, narrower
C down, wider
D down, narrower
y = – – x275
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Ans
wer
B
Slide 41 / 175
What does "c" do in y = ax2 + bx + c ?
What Does "C" Do?
y = x2 + 6
y = x2 + 3
y = x2
y = x2 – 2
y = x2 – 5
y = x2 – 9
Slide 42 / 175
"c" moves the graph up or down the same value as "c."
"c" is the y- intercept.
What does "c" do in y = ax2 + bx + c ?
What Does "C" Do?
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16 Without graphing, what is the y- intercept of the the given parabola?
y = x2 + 17
Slide 43 (Answer) / 175
16 Without graphing, what is the y- intercept of the the given parabola?
y = x2 + 17
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Ans
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17
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17 Without graphing, what is the y- intercept of the the given parabola?
y = –x2 –6
Slide 44 (Answer) / 175
17 Without graphing, what is the y- intercept of the the given parabola?
y = –x2 –6
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Ans
wer
-6
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18 Without graphing, what is the y- intercept of the the given parabola?
y = –3x2 + 13x – 9
Slide 45 (Answer) / 175
18 Without graphing, what is the y- intercept of the the given parabola?
y = –3x2 + 13x – 9
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Ans
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-9
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19 Without graphing, what is the y- intercept of the the given parabola?
y = 2x2 + 5x
Slide 46 (Answer) / 175
19 Without graphing, what is the y- intercept of the the given parabola?
y = 2x2 + 5x
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Ans
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0
Slide 47 / 175
20 Choose all that apply to the following quadratic:
opens up
opens down
wider than parent function
narrower than parent
function
A
B
C
D
y-intercept of y = –4
y-intercept of y = –2
y-intercept of y = 0
y-intercept of y = 2
y-intercept of y = 4
y-intercept of y = 6
A
B
C
D
E
F
f(x) = –.7x2 –4
Slide 47 (Answer) / 175
20 Choose all that apply to the following quadratic:
opens up
opens down
wider than parent function
narrower than parent
function
A
B
C
D
y-intercept of y = –4
y-intercept of y = –2
y-intercept of y = 0
y-intercept of y = 2
y-intercept of y = 4
y-intercept of y = 6
A
B
C
D
E
F
f(x) = –.7x2 –4
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Ans
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B, C, E
Slide 48 / 175
21 Choose all that apply to the following quadratic:
A opens up
B opens down
C wider than parent function
D narrower than parent function
E y-intercept of y = –4
F y-intercept of y = –2
G y-intercept of y = 0
H y-intercept of y = 2I y-intercept of y = 4
J y-intercept of y = 6
f(x) = – – x2 –6x43
Slide 48 (Answer) / 175
21 Choose all that apply to the following quadratic:
A opens up
B opens down
C wider than parent function
D narrower than parent function
E y-intercept of y = –4
F y-intercept of y = –2
G y-intercept of y = 0
H y-intercept of y = 2I y-intercept of y = 4
J y-intercept of y = 6
f(x) = – – x2 –6x43
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Ans
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A, D, G
Slide 49 / 175
Slide 49 (Answer) / 175
Slide 51 / 175
Graph by Following Six Steps:
Step 1 - Find Axis of Symmetry
Step 2 - Find Vertex
Step 3 - Find Y intercept
Step 4 - Find two more points
Step 5 - Partially graph
Step 6 - Reflect
Slide 52 / 175
Axis of Symmetry
Axis of SymmetryStep 1 - Find Axis of Symmetry
What is the Axis of Symmetry?
Slide 52 (Answer) / 175
Axis of Symmetry
Axis of SymmetryStep 1 - Find Axis of Symmetry
What is the Axis of Symmetry?
Teac
her N
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[This object is a teacher notes pull tab]
The line that runs down the center of a parabola.
This line divides the graph into two perfect
halves.
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Slide 55 / 175
Step 3 - Find y interceptWhat is the y-intercept?
y- intercept
Slide 55 (Answer) / 175
Step 3 - Find y interceptWhat is the y-intercept?
y- intercept
Teac
her N
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[This object is a teacher notes pull tab]
The point where the line passes through they-axis. This occurs
when the x-value is 0.
Slide 56 / 175
The y- intercept is always the c value, because x = 0.
c = 1
The y-intercept is 1 and the graph passes through (0,1).
y = ax2 + bx + c
y = 3x2 – 6x + 1
Step 3 - Find y intercept
Graph y = 3x2 – 6x + 1
Slide 57 / 175
Choose different values of x and plug in to find points.
Step 4 - Find Two More Points
Find two more points on the parabola.
Graph y = 3x2 – 6x + 1
Let's pick x = –1 and x = –2
y = 3x2 – 6x + 1
y = 3(–1)2 – 6(–1) + 1
y = 3 + 6 + 1y = 10
(–1,10)
Slide 58 / 175
Step 4 - Find Two More Points (continued)
Graph y = 3x2 – 6x + 1
y = 3x2 – 6x + 1
y = 3(–2)2 – 6(–2) + 1
y = 3(4) + 12 + 1
y = 25
(–2, 25)
Slide 59 / 175
Step 5 - Graph the Axis of Symmetry
Graph the axis of symmetry, the vertex, the point containing the y-intercept and two other points.
Slide 60 / 175
(4,25)
Step 6 - Reflect the Points
Reflect the points across the axis of symmetry. Connect the points with a smooth curve.
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23 What is the axis of symmetry for y = x2 + 2x - 3 (Step 1)?
Slide 61 (Answer) / 175
23 What is the axis of symmetry for y = x2 + 2x - 3 (Step 1)?
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Ans
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B
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24 What is the vertex for y = x2 + 2x - 3 (Step 2)?
A (-1, -4)
B (1, -4)
C (-1, 4)
Slide 62 (Answer) / 175
24 What is the vertex for y = x2 + 2x - 3 (Step 2)?
A (-1, -4)
B (1, -4)
C (-1, 4)
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Ans
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A
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25 What is the y-intercept for y = x2 + 2x - 3 (Step 3)?
A -3
B 3
Slide 63 (Answer) / 175
25 What is the y-intercept for y = x2 + 2x - 3 (Step 3)?
A -3
B 3
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Ans
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A
Slide 64 / 175
axis of symmetry = –1
vertex = –1, –4
y intercept = –3
2 other points (step 4)
(1,0)
(2,5)
Partially graph (step 5)
Reflect (step 6)
Graphy= x2 + 2x – 3
Slide 65 / 175
Graphy = 2x2 – 6x + 4
Slide 66 / 175
Graph
y = –x2 – 4x + 5
Slide 67 / 175
Graphy = 3x2 – 7
Slide 69 / 175
Find the Zeros
One way to solve a quadratic equation in standard form is find the zeros by graphing.
A zero is the point at which the parabola intersects the x-axis.
A quadratic may have one, two or no zeros.
Slide 70 / 175
No zeroes(doesn't crossthe "x" axis)
2 zeroes; x = -1 and x=3
1 zero;x=1
Find the ZerosHow many zeros do the parabolas have?
What are the values of the zeros?
click click click
Slide 71 / 175
Review
Step 1 - Find Axis of Symmetry
Step 2 - Find Vertex
Step 3 - Find Y intercept
Step 4 - Find two more points
Step 5 - Partially graph
Step 6 - Reflect
To solve a quadratic equation by graphing follow the6 step process we already learned.
Slide 72 / 175
26
Which of these is in standard form?
y = 2x2 – 12x + 18
Solve the equation by graphing.
–12x + 18 = –2x2
y = –2x2 – 12x + 18
y = –2x2 + 12x – 18
B
A
C
Slide 72 (Answer) / 175
26
Which of these is in standard form?
y = 2x2 – 12x + 18
Solve the equation by graphing.
–12x + 18 = –2x2
y = –2x2 – 12x + 18
y = –2x2 + 12x – 18
B
A
C[This object is a pull tab]
Ans
wer
C
Slide 73 / 175
27 What is the axis of symmetry?
y = –2x2 + 12x – 18
A –3B 3C 4D –5
Slide 73 (Answer) / 175
27 What is the axis of symmetry?
y = –2x2 + 12x – 18
A –3B 3C 4D –5
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Ans
wer
B
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28 y = –2x2 + 12x – 18
What is the vertex?
A (3,0)
B (–3,0)
C (4,0)
D (–5,0)
Slide 74 (Answer) / 175
28 y = –2x2 + 12x – 18
What is the vertex?
A (3,0)
B (–3,0)
C (4,0)
D (–5,0)
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Ans
wer
A
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29
What is the y- intercept?
A (0, 0)
B (0, 18)
C (0, –18)
D (0, 12)
y = –2x2 + 12x – 18
Slide 75 (Answer) / 175
29
What is the y- intercept?
A (0, 0)
B (0, 18)
C (0, –18)
D (0, 12)
y = –2x2 + 12x – 18
[This object is a pull tab]
Ans
wer
C
Slide 76 / 175
30
AB
C D
If two other points are (5, –8) and (4 ,–2),what doesthe graph of y = –2x2 + 12x – 18 look like?
Slide 76 (Answer) / 175
30
AB
C D
If two other points are (5, –8) and (4 ,–2),what doesthe graph of y = –2x2 + 12x – 18 look like?
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Ans
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C
Slide 77 / 175
31 y = –2x2 + 12x – 18
What is(are) the zero(s)?
A –18
B 4
C 3
D –8
click for graph of answer
Slide 77 (Answer) / 175
31 y = –2x2 + 12x – 18
What is(are) the zero(s)?
A –18
B 4
C 3
D –8
click for graph of answer
[This object is a pull tab]
Ans
wer
C
Slide 79 / 175
Review of factoring - To factor a quadratic trinomial of the form x2 + bx + c, find two factors of c whose sum is b.
Example - To factor x2 + 9x + 18, look for factors whose sum is 9.
Factors of 18 Sum
1 and 18 19
2 and 9 11
3 and 6 9
Solving Quadratic Equationsby Factoring
x2 + 9x + 18 = (x + 3)(x + 6)
Slide 80 / 175
When c is positive, it's factors have the same sign.The sign of b tells you whether the factors are positive or negative.When b is positive, the factors are positive.When b is negative, the factors are negative.
Solving Quadratic Equationsby Factoring
Slide 81 / 175
4. Multiply the Last terms (x + 3)(x + 2) 3 2 = 6
3. Multiply the Inner terms (x + 3)(x + 2) 3 x = 3x
2. Multiply the Outer terms (x + 3)(x + 2) x 2 = 2x
1. Multiply the First terms (x + 3)(x + 2) x x = x2
F O I L
Remember the FOIL method for multiplying binomials
Solving Quadratic Equationsby Factoring
(x + 3)(x + 2) = x2 + 2x + 3x + 6 = x2 + 5x + 6
Slide 82 / 175
For all real numbers a and b, if the product of two quantities equals zero, at least one of the quantities equals zero.
Numbers Algebra
3(0) = 0 If ab = 0,
4(0) = 0 Then a = 0 or b = 0
Zero Product Property
Slide 83 / 175
Example 1: Solve x2 + 4x – 12 = 0
x + 6 = 0 or x – 2 = 0 –6 –6 + 2 +2 x = –6 x = 2
–62 + 4(–6) – 12 = 0 –62 + (–24) – 12 = 0 36 – 24 – 12 = 0 0 = 0 or22 + 4(2) – 12 = 0 4 + 8 – 12 = 0 0 = 0
Use "FUSE" !
Zero Product Property
Factor the trinomial using the FOIL method.
Use the Zero property
Substitue found value into original equation
Equal - problem solved! The solutions are -6 and 2.
(x + 6) (x – 2) = 0
Slide 84 / 175
Example 2: Solve x2 + 36 = 12x –12x –12x
The equation has to be written in standard form (ax2 + bx + c). So subtract 12x from both sides.
Zero Product Property
Factor the trinomial using the FOIL method.
Use the Zero property
Substitue found value into original equation
Equal - problem solved!
x2 – 12x + 36 = 0
(x – 6)(x – 6) = 0 x – 6 = 0 +6 +6 x = 6
62 + 36 = 12(6)
36 + 36 = 72
72 = 72
Slide 85 / 175
Example 3: Solve x2 – 16x + 48= 0
(x – 4)(x – 12) = 0
x – 4 = 0 x –12 = 0 +4 +4 +12 +12 x = 4 x = 12
Zero Product Property
Factor the trinomial using the FOIL method. Use the Zero property
Substitue found value into original equation
Equal - problem solved!
42 – 16(4) + 48 = 0 16 – 64 + 48 = 0 –48+48 = 0 0 = 0
122 – 16(12) + 48 = 0 144 –192 + 48 = 0 –48 + 48 = 0 0 = 0
–48
Slide 86 / 175
32 Solve
A –7
B –5
C –3
D –2
E 2
F 3
G 5
H 6
I 7
J 15
x2 – 5x + 6 = 0
Slide 86 (Answer) / 175
32 Solve
A –7
B –5
C –3
D –2
E 2
F 3
G 5
H 6
I 7
J 15
x2 – 5x + 6 = 0
[This object is a pull tab]
Ans
wer
E, F
Slide 87 / 175
33 Solve m2 + 10m + 25 = 0
A –7
B –5
C –3
D –2
E 2
F 3
G 5
H 6
I 7
J 15
Slide 87 (Answer) / 175
33 Solve m2 + 10m + 25 = 0
A –7
B –5
C –3
D –2
E 2
F 3
G 5
H 6
I 7
J 15 [This object is a pull tab]
Ans
wer
G
Slide 88 / 175
34 Solve h2 – h = 12
A –12
B –4
C –3
D –2
E 2
F 3
G 4
H 6
I 8J 12
Slide 88 (Answer) / 175
34 Solve h2 – h = 12
A –12
B –4
C –3
D –2
E 2
F 3
G 4
H 6
I 8J 12
[This object is a pull tab]
Ans
wer
C, G
Slide 89 / 175
35 Solve d2 – 35d = 2d
A –7
B –5
C –3
D 35E 12
F 0
G 5
H 6
I 7J 37
Slide 89 (Answer) / 175
35 Solve d2 – 35d = 2d
A –7
B –5
C –3
D 35E 12
F 0
G 5
H 6
I 7J 37
[This object is a pull tab]
Ans
wer
F, J
Slide 90 / 175
36 Solve 8y2 + 2y = 3
A –3/4
B –1/2
C –4/3D –2
E 2
F 3/4
G 1/2
H 4/3
I –3
J 3
Slide 90 (Answer) / 175
36 Solve 8y2 + 2y = 3
A –3/4
B –1/2
C –4/3D –2
E 2
F 3/4
G 1/2
H 4/3
I –3
J 3
[This object is a pull tab]
Ans
wer
A, G
Slide 91 / 175
37 Which equation has roots of −3 and 5?
A x2 + 2x − 15 = 0B x2 − 2x − 15 = 0C x2 + 2x + 15 = 0 D x2 − 2x + 15 = 0
Slide 91 (Answer) / 175
37 Which equation has roots of −3 and 5?
A x2 + 2x − 15 = 0B x2 − 2x − 15 = 0C x2 + 2x + 15 = 0 D x2 − 2x + 15 = 0
[This object is a pull tab]
Ans
wer
B
Slide 93 / 175
You can solve a quadratic equation by the square root method if you can write it in the form: x² = c
If x and c are algebraic expressions, then: x = c or x = – c
written as: x = ± c
Square Root Method
√ √
√
Slide 94 / 175
Solve for z: z² = 49z = ± 49z = ±7
The solution set is 7 and –7
Square Root Method
√
Slide 95 / 175
The solution set is and –
A quadratic equation of the form x2 = c can be solved using the Square Root Property.
Example: Solve 4x2 = 20
x = ±
Square Root Method
4x2 = 20 4 4 x2 = 5
Divide both sides by 4 to isolate x²
5√ 5√
5√
Slide 96 / 175
5x2 = 20 5 5
x2 = 4
x = or x = – x = ± 2
4 4
Square Root Method
Solve 5x² = 20 using the square root method:
√ √
Slide 97 / 175
2x – 1 = 202x – 1 = (4)(5)2x – 1 = 2 52x = 1 + 2 5 1 + 2 5x = 2
Solve (2x – 1)² = 20 using the square root method.
or
Square Root Method
2x – 1 = – 202x – 1 = – (4)(5)2x – 1 = –2 52x = 1 – 2 5 1 – 2 5x = 2
solution: x = 1 ± 2 5
2
√
√√√√
√
√√
√√
√click
click click
Slide 98 / 175
38 When you take the square root of a real number, your answer will always be positive.
True
False
Slide 98 (Answer) / 175
38 When you take the square root of a real number, your answer will always be positive.
True
False
[This object is a pull tab]
Ans
wer
Slide 99 / 175
39 If x2 = 16, then x =
A 4
B 2
C –2
D 26
E –4
Slide 99 (Answer) / 175
39 If x2 = 16, then x =
A 4
B 2
C –2
D 26
E –4
[This object is a pull tab]
Ans
wer
A, E
Slide 100 / 175
40 If y2 = 4, then y =
A 4
B 2
C –2
D 26
E –4
Slide 100 (Answer) / 175
40 If y2 = 4, then y =
A 4
B 2
C –2
D 26
E –4
[This object is a pull tab]
Ans
wer
Slide 101 / 175
41 If 8j2 = 96, then j =
A – 3 2
B – 2 3
C 2 3
D 3 2
E ±12
Slide 101 (Answer) / 175
41 If 8j2 = 96, then j =
A – 3 2
B – 2 3
C 2 3
D 3 2
E ±12
[This object is a pull tab]
Ans
wer
B, C
Slide 102 / 175
42 If 4h2 –10= 30, then h =
A – 10
B – 2 5
C 2 5
D 10
E ±10
Slide 102 (Answer) / 175
42 If 4h2 –10= 30, then h =
A – 10
B – 2 5
C 2 5
D 10
E ±10[This object is a pull tab]
Ans
wer
A, D
Slide 103 / 175
43 If (3g – 9)2 + 7= 43, then g =
A 1
B 9 – 5 2
C 9 + 5 2
D 5
E ±3
3
3
Slide 103 (Answer) / 175
43 If (3g – 9)2 + 7= 43, then g =
A 1
B 9 – 5 2
C 9 + 5 2
D 5
E ±3
3
3
[This object is a pull tab]
Ans
wer
A, D
Slide 104 / 175
Solving Quadratic Equations by
Completing the Square
Return to Tableof Contents
Slide 105 / 175
x2 + 8x + ___
x2 + 20x + 100
x2 – 16x + 64
x2 – 2x + 1
Before we can solve the quadratic equation, we first have to find the missing value of C. To do this, simply take the value of b, divide it in 2 and then square the result.
Find the value that completes the square.
(b/2)2
8/2 = 4
42 = 16
ax2+bx+c
Find the Missing Value of "C"
Slide 106 / 175
44 Find (b/2)2 if b = 14
Slide 106 (Answer) / 175
44 Find (b/2)2 if b = 14
[This object is a pull tab]
Ans
wer
49
Slide 107 / 175
45 Find (b/2)2 if b = –12
Slide 107 (Answer) / 175
45 Find (b/2)2 if b = –12
[This object is a pull tab]
Ans
wer
36
Slide 108 / 175
46 Complete the square to form a perfect square trinomial
x2 + 18x + ?
Slide 108 (Answer) / 175
46 Complete the square to form a perfect square trinomial
x2 + 18x + ?
[This object is a pull tab]
Ans
wer
81
Slide 109 / 175
47 Complete the square to form a perfect square trinomial
x2 – 6x + ?
Slide 109 (Answer) / 175
47 Complete the square to form a perfect square trinomial
x2 – 6x + ?
[This object is a pull tab]
Ans
wer
9
Slide 110 / 175
Solving Quadratic Equationsby Completing the Square
Step 1 - Write the equation in the form x 2 + bx = c
Step 2 - Find (b ÷ 2) 2
Step 3 - Complete the square by adding (b ÷ 2)2 to both sides of the equation.
Step 4 - Factor the perfect square trinomial.
Step 5 - Take the square root of both sides
Step 6 - Write two equations, using both the positive and negative square root and solve each equation.
Slide 111 / 175
Let's look at an example to solve: x2 + 14x = 15
x2 + 14x = 15 Step 1 - Already done!
(14 ÷ 2)2 = 49 Step 2 - Find (b÷2) 2
x2 + 14x + 49 = 15 + 49 Step 3 - Add 49 to both sides
(x + 7)2 = 64 Step 4 - Factor and simplify
x + 7 = ±8 Step 5 - Take the square root of both sides
x + 7 = 8 or x + 7 = –8 Step 6 - Write and solve two equations
x = 1 or x = –15
Solving Quadratic Equationsby Completing the Square
Slide 112 / 175
Another example to solve: x 2 – 2x – 2 = 0
x2 – 2x – 2 = 0 Step 1 - Write as x 2+bx=c +2 +2x2 – 2x = 2
(–2 ÷ 2)2 = (–1)2 = 1 Step 2 - Find (b÷2)2
x2 – 2x + 1 = 2 + 1 Step 3 - Add 1 to both sides
(x – 1)2 = 3 Step 4 - Factor and simplify
x – 1 = ± 3 Step 5 - Take the square root of both sides
x – 1 = 3 or x – 1 = – 3 Step 6 - Write and solve two equationsx = 1 + 3 or x = 1 – 3
Solving Quadratic Equationsby Completing the Square
√
√ √
√ √
Slide 113 / 175
48 Solve the following by completing the square :
x2 + 6x = –5
A –5
B –2C –1D 5E 2
Slide 113 (Answer) / 175
48 Solve the following by completing the square :
x2 + 6x = –5
A –5
B –2C –1D 5E 2
[This object is a pull tab]
Ans
wer
A, C
Slide 114 / 175
49 Solve the following by completing the square:
x2 – 8x = 20
A –10B –2C –1D 10E 2
Slide 114 (Answer) / 175
49 Solve the following by completing the square:
x2 – 8x = 20
A –10B –2C –1D 10E 2
[This object is a pull tab]
Ans
wer
B, D
Slide 115 / 175
50 Solve the following by completing the square :
–36x = 3x2 + 108
A –6
B 6C 0D 6E – 6
Slide 115 (Answer) / 175
50 Solve the following by completing the square :
–36x = 3x2 + 108
A –6
B 6C 0D 6E – 6 [This object is a pull tab]
Ans
wer
A
Slide 116 / 175
x – = ±5 43 3
10x 3
x2 – = –1
Write as x 2+bx=c
Find (b÷2)2
Add 25/9 to both sidesFactor and simplify
A more difficult example:Solve3x2 – 10x = –3
3x2 10x = –3 3 3 3
–
10 3
÷ 2 = x = = –10 1 –5 25 3 2 3 9)( ( ) ( )2 2 2
10x 25 25 3 9 9
x2 – + = –1 +
x – =5 163 9)( 2
√ Take the square root of both sides
Slide 116 (Answer) / 175
x – = ±5 43 3
10x 3
x2 – = –1
Write as x 2+bx=c
Find (b÷2)2
Add 25/9 to both sidesFactor and simplify
A more difficult example:Solve3x2 – 10x = –3
3x2 10x = –3 3 3 3
–
10 3
÷ 2 = x = = –10 1 –5 25 3 2 3 9)( ( ) ( )2 2 2
10x 25 25 3 9 9
x2 – + = –1 +
x – =5 163 9)( 2
√ Take the square root of both sides[This object is a pull tab]
Ans
wer
x – =5 43 3
x = 3
x – = –5 43 313
x =
Write and solve two equations
or
Slide 117 / 175
– 254
51 Solve the following by completing the square:
4x2 – 7x – 2 = 0
– 14
A
B
C
D
E
14
– 254
–
2
Slide 117 (Answer) / 175
– 254
51 Solve the following by completing the square:
4x2 – 7x – 2 = 0
– 14
A
B
C
D
E
14
– 254
–
2
[This object is a pull tab]
Ans
wer
A, E
Slide 119 / 175
x = –b ± √b2 – 4ac 2a
Discriminant - the part of the equation under the radical sign in a quadratic equation.
The Discriminant
b2 – 4ac is the discriminant
Slide 120 / 175
ax2 + bx + c = 0
The discriminant, b2 – 4ac, or the part of the equation under the radical sign, may be used to determine the number of
real solutions there are to a quadratic equation.
The Discriminant
If b2 – 4ac > 0, the equation has two real solutionsIf b2 – 4ac = 0, the equation has one real solutionIf b2 – 4ac < 0, the equation has no real solutions
Slide 121 / 175
The Discriminant
Remember:The square root of a positive number has two solutions.The square root of zero is 0.
The square root of a negative number has no real solution.
Slide 122 / 175
Example
√4 = ± 2
(2) (2) = 4 and (–2)(–2) = 4So BOTH 2 and –2 are solutions
The Discriminant
Slide 123 / 175
What is the relationship between the discriminant of a quadratic and its graph?
Discriminant(8)2 – 4(1)(10) = 64 – 40 = 24 (–6)2 –4(3)(–4) = 36 + 48 = 84
The Discriminant
y = x2 – 8x + 10 y = 3x2 + 8x – 4
Slide 124 / 175
What is the relationship between the discriminant of a quadratic and its graph?
The Discriminant
Discriminant(–4)2 – 4(2)(2) = 16 – 16 = 0 (6)2 –4(1)(9) = 36 – 36 = 0
y = 2x2 – 4x + 2 y = x2 + 6x + 9
Slide 125 / 175
What is the relationship between the discriminant of a quadratic and its graph?
Discriminant
(5)2 – 4(1)(9) = 25 – 36 = –11 (–3)2 –4(3)(4) = 9 – 48 = –39
The Discriminant
y = x2 + 5x + 9 y = 3x2 – 3x + 4
Slide 126 / 175
52 What is value of the discriminant of 2x2 – 3x + 5 = 0 ?
Slide 126 (Answer) / 175
52 What is value of the discriminant of 2x2 – 3x + 5 = 0 ?
[This object is a pull tab]
Ans
wer
-31
Slide 127 / 175
53 Find the number of solutions using the discriminant for 2x2 – 3x + 5 = 0
A 0
B 1
C 2
Slide 127 (Answer) / 175
53 Find the number of solutions using the discriminant for 2x2 – 3x + 5 = 0
A 0
B 1
C 2
[This object is a pull tab]
Ans
wer
A
Slide 128 / 175
54 What is value of the discriminant of x2 – 8x + 4 = 0 ?
Slide 128 (Answer) / 175
54 What is value of the discriminant of x2 – 8x + 4 = 0 ?
[This object is a pull tab]
Ans
wer
48
Slide 129 / 175
55 Find the number of solutions using the discriminant for x2 – 8x + 4 = 0
A 0
B 1
C 2
Slide 129 (Answer) / 175
55 Find the number of solutions using the discriminant for x2 – 8x + 4 = 0
A 0
B 1
C 2
[This object is a pull tab]
Ans
wer
C
Slide 130 / 175
Solve Quadratic Equations by Using
the Quadratic Formula
Return to Tableof Contents
Slide 131 / 175
At this point you have learned how to solve quadratic equations by:· graphing· factoring· using square roots and · completing the square
Today we will be given a tool to solve ANY quadratic equation.
It ALWAYS works.
Many quadratic equations may be solved using these methods; however, some cannot be solved using any of these methods.
Solve Any Quadratic Equation
Slide 132 / 175
"x equals the opposite of b, plus or minus the square root of b squared minus 4ac, all divided by 2a."
The Quadratic Formula
The solutions of ax2 + bx + c = 0, where a ≠ 0, are:
x = –b ± b2 – 4ac√2a
Slide 133 / 175
x = –3 ± √32 –4(2)(–5) 2(2)
x = –b ± √b2 –4ac 2a
continued on next slide
Write the Quadratic Formula
Identify values of a, b and c
Substitute the values of a, b and c
2x2 + 3x + (–5) = 0
2x2 + 3x – 5 = 0
Example 1
The Quadratic Formula
Slide 134 / 175
x = –3 – 7 4
= –3 ± 7 4
x = –3 ± √49 4
x = –3 ± √9 – (–40) 4
x = –3 + 7 4 or
The Quadratic Formula
Simplify
Write as two equations
Solve each equationx = 1 or x = –5 2
Slide 135 / 175
Solution on next slide
The Quadratic FormulaExample 2 2x = x2 – 3
Remember - In order to use the Quadratic Formula, the equation must be in standard form (ax2 + bx +c = 0).
First, rewrite the equation in standard form.
2x = x2 – 3–2x –2x
0 = x2 + (-2x) + (–3)
x2 + (–2x) + (–3) = 0
Use only addition for standard form
Flip the equation
Now you are ready to use the Quadratic Formula
Slide 136 / 175
x = –(–2) ± √(–2)2 –4(1)(–3) 2(1)
x = –b ± √b2 –4ac 2a
Continued on next slide
The Quadratic Formulax2 + (–2x) + (–3) = 0
1x2 + (–2x) + (–3) = 0 Identify values of a, b and c
Write the Quadratic Formula
Substitute the values of a, b and c
Slide 137 / 175
x = 2 ± √162
= 2 ± 42
x = 2 ± √4 – (–12)2a
Simplify
x = 2 ± 42
or x = 2 - 42
x = 3 or x = –1
Write as two equations
Solve each equation
The Quadratic Formula
Slide 138 / 175
56 Solve the following equation using the quadratic formula:
A -5
B -4
C -3
D -2
E -1
F 1
G 2
H 3
I 4
J 5
x2 – 5x + 4 = 0
Slide 138 (Answer) / 175
56 Solve the following equation using the quadratic formula:
A -5
B -4
C -3
D -2
E -1
F 1
G 2
H 3
I 4
J 5
x2 – 5x + 4 = 0
[This object is a pull tab]
Ans
wer
F, 1
Slide 139 / 175
57 Solve the following equation using the quadratic formula:
A –5
B –4
C –3
D –2
E –1
F 1
G 2
H 3
I 4J 5
x2 = x + 20
Slide 139 (Answer) / 175
57 Solve the following equation using the quadratic formula:
A –5
B –4
C –3
D –2
E –1
F 1
G 2
H 3
I 4J 5
x2 = x + 20
[This object is a pull tab]
Ans
wer
B, J
Slide 140 / 175
–3 2
58 Solve the following equation using the quadratic formula:
A –5
B –4
C
D –2
E –1
F 1
G 2
H
I 4
J 5
2x2 + 12 = 11x
32
Slide 140 (Answer) / 175
–3 2
58 Solve the following equation using the quadratic formula:
A –5
B –4
C
D –2
E –1
F 1
G 2
H
I 4
J 5
2x2 + 12 = 11x
32
[This object is a pull tab]
Ans
wer
H, I
Slide 141 / 175
x = -b ± √b2 -4ac
2a
Continued on next slide
The Quadratic FormulaExample 3
x2 – 2x – 4 = 0
1x2 + (–2x) + (–4) = 0 Identify values of a, b and c
Write the Quadratic Formula
Substitute the values of a, b and c
x = –(–2) ± √(–2)2 –4(1)(–4) 2(1)
Slide 142 / 175
The Quadratic Formula
x = 2 ± √202
x = 2 ± √4 – (–16)2
Simplify
x = 2 ± 2√52
Write as two equationsor x = 2 - 2√52
orx = 2 ± √202
x = 2 - √202
x = 1 + √5 or x = 1 – √5
x ≈ 3.24 or x ≈ –1.24 Use a calculator to estimate x
Slide 143 / 175
59 Find the larger solution to
x2 + 6x – 1 = 0
Slide 143 (Answer) / 175
59 Find the larger solution to
x2 + 6x – 1 = 0
[This object is a pull tab]
Ans
wer
.16
Slide 144 / 175
60 Find the smaller solution to
x2 + 6x – 1 = 0
Slide 144 (Answer) / 175
60 Find the smaller solution to
x2 + 6x – 1 = 0
[This object is a pull tab]A
nsw
er
-6.16
Slide 146 / 175
A sampling of applied problems that lend themselves to being solved by quadratic equations:
Number Reasoning
Free Falling Objects
DistancesGeometry: Dimensions
Height of a Projectile
Quadratic Equations and Applications
Slide 147 / 175
The product of two consecutive negative integers is 1,122. What are the numbers?
Remember that consecutive integers are one unit apart, so the numbers are n and n + 1.
Multiplying to get the product:n(n + 1) = 1122 n2 + n = 1122 n2 + n – 1122 = 0 (n + 34)(n - 33) = 0
n = –34 and n = 33.
The solution is either –34 and –33 or 33 and 34, since the directionask for negative integers –34 and –33 are the correct pair.
→ STANDARD Form→ FACTOR
Number Reasoning
Slide 148 / 175
PLEASE KEEP THIS IN MIND
When solving applied problems that lead to quadratic equations, you might get a solution that does not satisfy the physical constraints of the problem.
For example, if x represents a width and the two solutions of the quadratic equations are –9 and 1, the value –9 is rejected since a width must be a positive number.
Application Problems
Slide 149 / 175
61 The product of two consecutive even integers is 48. Find the smaller of the two integers.
Hint: x(x+2) = 48Click to reveal hint
Slide 149 (Answer) / 175
61 The product of two consecutive even integers is 48. Find the smaller of the two integers.
Hint: x(x+2) = 48Click to reveal hint
[This object is a pull tab]
Ans
wer
6
Slide 150 / 175
The product of two consecutive integers is 272.
What are the numbers?
TRY THIS:
Application Problems
Slide 151 / 175
The product of two consecutive even integers is 528. What is the smaller number?
62
Slide 151 (Answer) / 175
The product of two consecutive even integers is 528. What is the smaller number?
62
[This object is a pull tab]
Ans
wer
22
Slide 152 / 175
The product of two consecutive odd integers is 1 less than four times their sum. Find the two integers.
Let n = 1st number n + 2 = 2nd number
More of a challenge...
n(n + 2) = 4[n + (n + 2)] – 1n2 + 2n = 4[2n + 2] – 1n2 + 2n = 8n + 8 – 1n2 + 2n = 8n + 7n2 – 6n - 7 = 0(n – 7)(n + 1) = 0
n = 7 and n = –1
Which one do you use?Or do you use both?
Slide 153 / 175
More of a challenge...
If n = 7 then n + 2 = 9
7 x 9 = 4[7 + (7 + 2)] – 163 = 4(16) – 163 = 64 – 163 = 63
If n = –1 then n + 2 = –1 + 2 = 1
(–1) x 1 = 4[–1 + (–1 + 2)] – 1–1 = 4[–1 + 1] – 1–1 = 4(0) – 1–1 = –1
We get two sets of answers.
Slide 154 / 175
63 The product of a number and a number 3 more than the original is 418. What is the smallest value the original number can be?
Slide 154 (Answer) / 175
63 The product of a number and a number 3 more than the original is 418. What is the smallest value the original number can be?
[This object is a pull tab]
Ans
wer
19
Slide 155 / 175
64 Find three consecutive positive even integers such that the product of the second and third integers is twenty more than ten times the first integer. Enter the value of the smaller even integer.
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 155 (Answer) / 175
64 Find three consecutive positive even integers such that the product of the second and third integers is twenty more than ten times the first integer. Enter the value of the smaller even integer.
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
[This object is a pull tab]
Ans
wer
6
Slide 156 / 175
65 When 36 is subtracted from the square of a number, the result is five times the number. What is the positive solution?
A 9B 6C 3D 4
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 156 (Answer) / 175
65 When 36 is subtracted from the square of a number, the result is five times the number. What is the positive solution?
A 9B 6C 3D 4
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
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A
Slide 157 / 175
66 Tamara has two sisters. One of the sisters is 7 years older than Tamara.The other sister is 3 years younger than Tamara. The product of Tamara’s sisters’ ages is 24. How old is Tamara?
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 157 (Answer) / 175
66 Tamara has two sisters. One of the sisters is 7 years older than Tamara.The other sister is 3 years younger than Tamara. The product of Tamara’s sisters’ ages is 24. How old is Tamara?
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from www.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
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5
Slide 158 / 175
Two cars left an intersection at the same time, one heading north and one heading west. Some time later, they were exactly 100 miles apart. The car that headed north had gone 20 miles farther than the car headed west. How far had each car traveled?
Step 1 - Read the problem carefully.
Step 2 - Illustrate or draw your information.x+20
100
x
Example
Step 3 - Assign a variableLet x = the distance traveled by the car heading westThen (x + 20) = the distance traveled by the car heading northStep 4 - Write an equationDoes your drawing remind you of the Pythagorean Theorem? a2 + b2 = c2 Continued on next slide
Distance Problems
Slide 159 / 175
Step 5 - Solve a2 + b2 = c2
x2 + (x+20)2 = 1002
x2 + x2 + 40x + 400 = 10,000
2x2 + 40x – 9600 = 0
2(x2 +20x – 4800) = 0
x2 + 20x – 4800 = 0
100x+20
x
Square the binomial
Standard form
Factor
Divide each side by 2
Think about your options for solving the rest of this equation. Completing the square? Quadratic Formula?
Continued on next slide
Distance Problems
Slide 160 / 175
x = –20 ±√400 – 4(1)(–4800) 2
Distance ProblemsDid you try the quadratic formula?
x = –20 ±√19,600 2
x = 60 or x = -80
Since the distance cannot be negative, discard the negative solution. The distances are 60 miles and 60 + 20 = 80 miles.
Step 6 - Check your answers.
Slide 161 / 175
67 Two cars left an intersection at the same time,one heading north and the other heading east. Some time later they were 200 miles apart. If the car heading east traveled 40 miles farther, how far did the car traveling north go?
Slide 161 (Answer) / 175
67 Two cars left an intersection at the same time,one heading north and the other heading east. Some time later they were 200 miles apart. If the car heading east traveled 40 miles farther, how far did the car traveling north go?
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80
Slide 162 / 175
x
x + 6
Geometry Applications
Area ProblemThe length of a rectangle is 6 inches more than its width. The area of the rectangle is 91 square inches. Find the dimensions of the rectangle.
Step 1 - Draw the picture of the rectangle. Let the width = x and the length = x + 6
Step 2 - Write the equation using theformula Area = length x width
Slide 163 / 175
Step 3 - Solve the equation
x( x + 6) = 91
x2 + 6x = 91
x2 + 6x – 91 = 0
(x – 7)(x + 13) = 0
x = 7 or x = –13
Since a length cannot be negative...
The width is 7 and the length is 13.
Geometry Applications
Slide 164 / 175
68 The width of a rectangular swimming pool is 10 feet less than its length. The surface area of the pool is 600 square feet. What is the pool's width?
Hint: (L)(L – 10) = 600.Click to reveal hint
Slide 164 (Answer) / 175
68 The width of a rectangular swimming pool is 10 feet less than its length. The surface area of the pool is 600 square feet. What is the pool's width?
Hint: (L)(L – 10) = 600.Click to reveal hint
[This object is a pull tab]
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20
Slide 165 / 175
69 A square's length is increased by 4 units and its width is increased by 6 units. The result of this transformation is a rectangle with an area that 195 square units. Find the area of the original square.
Slide 165 (Answer) / 175
69 A square's length is increased by 4 units and its width is increased by 6 units. The result of this transformation is a rectangle with an area that 195 square units. Find the area of the original square.
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81
Slide 166 / 175
length
x
x
70 The rectangular picture frame below is the same width all the way around. The photo it surrounds measures 17" by 11". The area of the frame and photo combined is 315 sq. in. What is the length of the outer frame?
Slide 166 (Answer) / 175
length
x
x
70 The rectangular picture frame below is the same width all the way around. The photo it surrounds measures 17" by 11". The area of the frame and photo combined is 315 sq. in. What is the length of the outer frame?
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25 in.
Slide 167 / 175
71 The area of the rectangular playground enclosure at South School is 500 square meters. The length of the playground is 5 meters longer than the width. Find the dimensions of the playground, in meters.[Only an algebraic solution will be accepted.]
From the New York State Education Department. Office of Assessment Policy,
Development and Administration. Internet. Available fromwww.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 167 (Answer) / 175
71 The area of the rectangular playground enclosure at South School is 500 square meters. The length of the playground is 5 meters longer than the width. Find the dimensions of the playground, in meters.[Only an algebraic solution will be accepted.]
From the New York State Education Department. Office of Assessment Policy,
Development and Administration. Internet. Available fromwww.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
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20 x 25
Slide 168 / 175
72 Jack is building a rectangular dog pen that he wishes to enclose. The width of the pen is 2 yards less than the length. If the area of the dog pen is 15 square yards, how many yards of fencing would he need to completely enclose the pen?
Slide 168 (Answer) / 175
72 Jack is building a rectangular dog pen that he wishes to enclose. The width of the pen is 2 yards less than the length. If the area of the dog pen is 15 square yards, how many yards of fencing would he need to completely enclose the pen?
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16
Slide 169 / 175
Free Falling Objects Problems
Slide 170 / 175
73 A person walking across a bridge accidentally drops an orange in the river below from a height of 40 ft. The function h = –16t2 + 40 gives the orange's approximate height h above the water, in feet, after t seconds. In how many t seconds will the orange hit the water? (Round to the nearest tenth.)
Hint: when it hits the water it is at 0.
Slide 170 (Answer) / 175
73 A person walking across a bridge accidentally drops an orange in the river below from a height of 40 ft. The function h = –16t2 + 40 gives the orange's approximate height h above the water, in feet, after t seconds. In how many t seconds will the orange hit the water? (Round to the nearest tenth.)
Hint: when it hits the water it is at 0.
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1.6
Slide 171 / 175
74 Greg is in a car at the top of a roller-coaster ride. The distance, d, of the car from the ground as the car descends is determined by the equation d = 144 – 16t2 where t is the number of seconds it takes the car to travel down to each point on the ride. How many seconds will it take Greg to reach the ground?
Slide 171 (Answer) / 175
74 Greg is in a car at the top of a roller-coaster ride. The distance, d, of the car from the ground as the car descends is determined by the equation d = 144 – 16t2 where t is the number of seconds it takes the car to travel down to each point on the ride. How many seconds will it take Greg to reach the ground?
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3 Seconds
Slide 172 / 175
75 The height of a golf ball hit into the air is modeled by the equation h = –16 t2 + 48t, where h represents the height, in feet, and t represents the number of seconds that have passed since the ball was hit. What is the height of the ball after 2 seconds?
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from www.nysedregents.org/IntegratedAlgebra; accessed 17,
June, 2011.
A 16 ft
B 32 ft
C 64 ft
D 80 ft
Slide 172 (Answer) / 175
75 The height of a golf ball hit into the air is modeled by the equation h = –16 t2 + 48t, where h represents the height, in feet, and t represents the number of seconds that have passed since the ball was hit. What is the height of the ball after 2 seconds?
From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from www.nysedregents.org/IntegratedAlgebra; accessed 17,
June, 2011.
A 16 ft
B 32 ft
C 64 ft
D 80 ft [This object is a pull tab]
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B
Slide 173 / 175
Height of Projectiles Problems
Slide 174 / 175
76 A skyrocket is shot into the air. It's altitude in feet, h, after t seconds is given by the functionh = –16 t2 + 128 t.
What is the rocket's maximum altitude?
Slide 174 (Answer) / 175
76 A skyrocket is shot into the air. It's altitude in feet, h, after t seconds is given by the functionh = –16 t2 + 128 t.
What is the rocket's maximum altitude?
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256 feet
Slide 175 / 175
77 A rocket is launched from the ground and follows a parabolic path represented by the equation y = –x 2 + 10x. At the same time, a flare is launched from a height of 10 feet and follows a straight path represented by the equation y = –x + 10. Using the accompanying set of axes, graph the equations that represent the paths of the rocket and the flare, and find the coordinates of the point or points where the paths intersect.
From the New York State Education Department. Office of Assessment Policy,
Development and Administration. Internet. Available fromwww.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
Slide 175 (Answer) / 175
77 A rocket is launched from the ground and follows a parabolic path represented by the equation y = –x 2 + 10x. At the same time, a flare is launched from a height of 10 feet and follows a straight path represented by the equation y = –x + 10. Using the accompanying set of axes, graph the equations that represent the paths of the rocket and the flare, and find the coordinates of the point or points where the paths intersect.
From the New York State Education Department. Office of Assessment Policy,
Development and Administration. Internet. Available fromwww.nysedregents.org/IntegratedAlgebra; accessed 17, June, 2011.
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