Full download test bank at ebook textbookfull.

com

HMH Texas Algebra 2 Timothy D.

CLICK LINK TO DOWLOAD

https://textbookfull.com/product/hmh-texas-
algebra-2-timothy-d-kanold/

textbookfull
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Proteomics for Biological Discovery 2nd Edition Timothy

D. Veenstra

https://textbookfull.com/product/proteomics-for-biological-
discovery-2nd-edition-timothy-d-veenstra/

Insect Ecology An Ecosystem Approach Fourth Edition

Timothy D. Schowalter

https://textbookfull.com/product/insect-ecology-an-ecosystem-
approach-fourth-edition-timothy-d-schowalter/

High Octane (Texas Hotzone #2) 1st Edition Lisa Renee

Jones

https://textbookfull.com/product/high-octane-texas-hotzone-2-1st-
edition-lisa-renee-jones/

Ineffability An Exercise in Comparative Philosophy of

Religion 1st Edition Timothy D. Knepper

https://textbookfull.com/product/ineffability-an-exercise-in-
comparative-philosophy-of-religion-1st-edition-timothy-d-knepper/
Algebra 2 Linear Algebra Galois Theory Representation
Theory Group Extensions and Schur Multiplier 1st
Edition Ramji Lal

https://textbookfull.com/product/algebra-2-linear-algebra-galois-
theory-representation-theory-group-extensions-and-schur-
multiplier-1st-edition-ramji-lal/

Algebra 2 Linear Algebra Galois Theory Representation

theory Group extensions and Schur Multiplier 1st
Edition Ramji Lal

https://textbookfull.com/product/algebra-2-linear-algebra-galois-
theory-representation-theory-group-extensions-and-schur-
multiplier-1st-edition-ramji-lal-2/

Advanced Modern Algebra Part 2 3rd Edition Joseph J.

Rotman

https://textbookfull.com/product/advanced-modern-algebra-
part-2-3rd-edition-joseph-j-rotman/

Relentless in Texas (Texas Rodeo #6) 1st Edition Kari

Lynn Dell

https://textbookfull.com/product/relentless-in-texas-texas-
rodeo-6-1st-edition-kari-lynn-dell/

Hiking Texas Laurence Parent

https://textbookfull.com/product/hiking-texas-laurence-parent/
 UNIT 1
MODULE
1
Analyzing Functions

Functions MODULE
2
Absolute Value
Functions, Equations,
and Inequalities

MATH IN CAREERS

Community Theater Owner

A community theater owner uses
math to determine revenue, profit, and
expenses related to operating the theater.
Probability and statistical methods are
ª
)PVHIUPO
.JGGMJO
)BSDPVSU
1VCMJTIJOH
$PNQBOZ
t
ª(BSZ
$SBCCF

useful for determining the types of

performances that will appeal to the
public and attract patrons. Community
theater owners should also understand
the geometry of stage sets, and algebraic
formulas for stage lighting, including
those used to calculate light beam spread,
throw distance, angle, and overall length.
If you are interested in a career as a
&OMJHIUFOFE
*NBHFT"MBNZ

community theater owner, you should

study these mathematical subjects:
t
Algebra
t
Geometry
t
Trigonometry
t
Business Math
t
Probability
t
Statistics
Research other careers that require
determining revenue, profit, and
expenses. Check out the career activity
at the end of the unit to find out how
Community Theater Owners use math.
Unit 1 1
Reading Start -Up Vocabulary
Review Words
✔ coefficient (coeficiente)
Visualize Vocabulary ✔ domain (dominio)
Use the ✔ words to complete the graphic. You can put more than one ✔ function (función)
word on each spoke of the information wheel. ✔ inequality (desigualdad)
✔ interval (intervalo)
✔ quadratic function
(función cuadrática)
rs
f(x) = 3 2 numbe ✔ range (rango)
x all real
✔ transformation
(transformación)
y = 3x2 all non
ne
3 numbe gative real
rs Preview Words
conjunction (conjunción)
disjunction (disyunción)
even function (función par)
inverse function (función
inversa)
odd function (función impar)
parameter (parámetro)
Understand Vocabulary
To become familiar with some of the vocabulary terms in the module, consider the
following. You may refer to the module, the glossary, or a dictionary.

1. A ? is a constant in the equation of a curve that yields a family of similar

curves as it changes.
2. A function f(x) such that f(x) = f(–x) is an ? .
3. A compound statement that uses the word or is a ? .

© Houghton Mifflin Harcourt Publishing Company

Active Reading
Three-Panel Flip Chart Before beginning each lesson,
create a three-panel flip chart to help you summarize important
aspects of the lesson. As you study each lesson, record algebraic
examples of functions on the first flap, their graphs on the
second flap, and analyses of the functions on the third flap. Add
to flip charts from previous lessons by extending the analyses
of the functions when possible. For equations and inequalities,
record an example on the first flap, a worked out solution on the
second flap, and a graph on the third flap.

Unit 1 2
 1.1 Domain, Range,
and End Behavior
Essential Question: How can you determine the domain, range, and end behavior of a
Resource
function? Locker

Explore Representing an Interval on a Number Line

An interval is a part of a number line without any breaks. A finite interval has two endpoints, which may or may not
be included in the interval. An infinite interval is unbounded at one or both ends.

Suppose an interval consists of all real numbers greater than or equal to 1. You can use the inequality x ≥ 1 to
represent the interval. You can also use set notation and interval notation, as shown in the table.

Description of Interval Type of Interval Inequality Set Notation Interval notation

All real numbers from a to b,

Finite a≤x≤b {x|a ≤ x ≤ b} [a, b]
including a and b
All real numbers greater than a Infinite x>a {x|x > a} (a, +∞)
All real numbers less than or
Infinite x≤a {x|x ≤ a} (−∞, a]
equal to a

For set notation, the vertical bar means “such that,” so you read {x|x ≥ 1} as “the set of real numbers x such
that x is greater than or equal to 1.”

For interval notation, do the following:

t
Use a square bracket to indicate that an interval includes an endpoint and a parenthesis to indicate
that an interval doesn’t include an endpoint.
t
For an interval that is unbounded at its positive end, use the symbol for positive infinity, +∞.
For an interval that unbounded at its negative end, use the symbol for negative infinity, -∞.
© Houghton Mifflin Harcourt Publishing Company

Always use a parenthesis with positive or negative infinity.

So, you can write the interval x ≥ 1 as [1, +∞).

Complete the table by writing the finite interval shown on each number line as an
inequality, using set notation, and using interval notation.

Finite Interval -5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5

Inequality ? ?
Set Notation ? ?
Interval
Notation ? ?

Module 1 5 Lesson 1
 Complete the table by writing the infinite interval shown on each number line as an
inequality, using set notation, and using interval notation.

Infinite Interval -5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5

Inequality ? ?

Set Notation ? ?
Interval
Notation ? ?

Reflect

1. Consider the interval shown on the number line.

-5 -4 -3 -2 -1 0 1 2 3 4 5

a. Represent the interval using interval notation.

b. What numbers are in this interval?

2. What do the intervals [0, 5], [0, 5), and (0, 5) have in common? What makes them different?
3. Discussion The symbol ∪ represents the union of two sets. What do you think the notation
(-∞, 0) ∪ (0, + ∞) represents?

Explain 1 Identifying a Function’s Domain, Range

and End Behavior from its Graph
Recall that the domain of a function f is the set of input values x, and the range y
is the set of output values ƒ(x). The end behavior of a function describes 4
what happens to the ƒ(x)-values as the x-values either increase without bound

© Houghton Mifflin Harcourt Publishing Company

(approach positive infinity) or decrease without bound (approach negative 2
infinity). For instance, consider the graph of a linear function shown. From the x
graph, you can make the following observations. -4 -2 0 2 4
-2

-4

Statement of End Behavior Symbolic Form of Statement

As the x-values increase without bound, the f(x)-values As x → +∞, f(x) → +∞.
also increase without bound.
As the x-values decrease without bound, the f(x)-values As x → -∞, f(x) → -∞.
also decrease without bound.

Module 1 6 Lesson 1
 Example 1 Write the domain and the range of the function as an inequality, using set notation,
and using interval notation. Also describe the end behavior of the function.

The graph of the quadratic function f(x) = x 2

is shown.
4
y

Domain:
2
Inequality: −∞ < x < +∞ x
Set notation: {x| −∞ < x < +∞} -4 -2 0 2 4
-2
Interval notation: (−∞, +∞)
-4
Range: End behavior:

Inequality: y ≥ 0 As x → +∞, f(x) → +∞.

Set notation: {y|y ≥ 0} As x → −∞, f(x) → +∞.

Interval notation: [0, +∞)

The graph of the exponential function ƒ(x) = 2 x

is shown.
4
y

Domain:
2
Inequality: −∞ < x < +∞ x
Set notation: {x| −∞ < x < +∞} -4 -2 0 2 4
-2
Interval notation: (−∞, +∞)
-4
Range:

Inequality: y>0

Set notation: {y|y > 0}

Interval notation: (0, +∞)

End behavior:
© Houghton Mifflin Harcourt Publishing Company

As x → +∞, f(x) → +∞.

As x → −∞, f(x) → 0.

Reflect

4. Why is the end behavior of a quadratic function different from the end behavior of a linear function?
5. In Part B, the ƒ(x)-values decrease as the x-values decrease. So, why can’t you say that f(x) → −∞ as
x → −∞?

Module 1 7 Lesson 1
 Your Turn

Write the domain and the range of the function as an inequality, using set notation,
and using interval notation. Also describe the end behavior of the function.

6. The graph of the quadratic function ƒ(x) = −x2 is shown. y

4

2
x
-4 -2 0 2 4
-2

-4

Explain 2 Graphing a Linear Function

on a Restricted Domain
Unless otherwise stated, a function is assumed to have a domain consisting of all real numbers
for which the function is defined. Many functions—such as linear, quadratic, and exponential
functions—are defined all real numbers, so their domain, when written in interval notation,
is (-∞, +∞). Another way to write the set of real numbers is ℝ.

Sometimes a function may have a restricted domain. If the rule for a function and its restricted
domain are given, you can draw its graph and then identify its range.

Example 2 For the given function and domain, draw the graph and identify the range
using the same notation as the given domain.

ƒ(x) = __34 x +2 with domain [-4, 4] 6

y

Since ƒ(x) = __34 x +2 is a linear function, the graph is a line segment

4
with endpoints at (-4, ƒ(-4)), or (-4, -1), and (4, ƒ(4)), or (4, 5).
The endpoints are included in the graph.
2
The range is [-1, 5]. x
-2

© Houghton Mifflin Harcourt Publishing Company

0 2 4
-2

ƒ(x) = -x - 2 with domain {x|x > -3} 4

y

Since ƒ(x) = -x -2 is a linear function, the graph is a ray with its

2
endpoint at (-3, ƒ(-3)),or (-3, 1). The endpoint is not included
in the graph. The range is {y|y < 1}. x
-4 -2 0 2 4
-2
Reflect

7. In Part A, how does the graph change if the domain is (-4, 4) instead -4
of [-4, 4]?
8. In Part B, what is the end behavior as x increases without bound?
Why can’t you talk about the end behavior as x decreases without bound?

Module 1 8 Lesson 1
 Your Turn

For the given function and domain, draw the graph and identify the range using the
same notation as the given domain.
9. ƒ(x) = -_ 1 x + 2 with domain -6 ≤ x < 2 10. f(x) = _2 x -1 with domain (−∞, 3]
2 3

Explain 3 Modeling with a Linear Function

Recall that when a real-world situation involves a constant rate of change, a linear function is a reasonable model for
the situation. The situation may require restricting the function’s domain.

Example 3 Write a function that models the given situation. Determine a domain from
the situation, graph the function using that domain, and identify the range.

Joyce jogs at a rate of 1 mile every 10 minutes for a total of 40 minutes. (Use inequalities for
the domain and range of the function that models this situation.)

Joyce’s jogging rate is 0.1 mi/min. Her jogging distance d (in miles) at any time t
(in minutes) is modeled by d(t) = 0.1t. Since she jogs for 40 minutes, the domain is
restricted to the interval 0 ≤ t ≤ 40.

d
4
Distance (mi)

1
ª
)PVHIUPO
.JGGMJO
)BSDPVSU
1VCMJTIJOH
$PNQBOZ
t
*NBHF
$SFEJUT
ª#PVODF

t
0
10 20 30 40
Time (min)

The range is 0 ≤ d ≤ 4.

A candle 6 inches high burns at a rate of 1 inch every 2 hours for 8
h
5 hours. (Use interval notation for the domain and range of the
7
function that models this situation.)
Height (in.)
6QQFS$VU
*NBHFT(FUUZ
*NBHFT

6
5
The candle’s burning rate is -0.5 in./h.
4
The candle’s height h (in inches) at any time t (in hours) is 3
modeled by h(t) = 6 - 0.5t. Since the candle burns for 5 hours, the 2
domain is restricted 1
⎡ ⎤ t
to the interval ⎢0, 5 ⎥. 0
1 2 3 4 5 6 7 8
⎣ ⎦
The range is [3.5, 6]. Time (h)

Module 1 9 Lesson 1
 Reflect

11. In Part A, suppose Joyce jogs for only 30 minutes.

A. How does the domain change?

B. How does the graph change?

C. How does the range change?

Your Turn

12. While standing on a moving walkway at an airport, you are carried forward 25 feet every 15 seconds for 1
minute. Write a function that models this situation. Determine the domain from the situation, graph the
function, and identify the range. Use set notation for the domain and range.

Elaborate
13. If a and b are real numbers such that a < b, use interval notation to write four different intervals having
a and b as endpoints. Describe what numbers each interval includes.
14. What impact does restricting the domain of a linear function have on the graph of the function?
15. Essential Question Check-In How does slope determine the end behavior of a linear function with an
unrestricted domain?

Evaluate: Homework and Practice

t
0OMJOF
)PNFXPSL
1. Write the interval shown on the 2. Write the interval (5, 100] as an t
)JOUT
BOE
)FMQ
number line as an inequality, using set inequality and using set notation. t
&YUSB
1SBDUJDF
notation, and using interval notation.

3 4 5 6 7 8

3. Write the interval -25 ≤ x < 30 4. Write the interval {x| -3 < x < 5}
using set notation and interval as an inequality and using interval

© Houghton Mifflin Harcourt Publishing Company

notation. notation.

Write the domain and the range of the function as an inequality, using set
notation, and using interval notation. Also describe the end behavior of the
function or explain why there is no end behavior.
5. The graph of the quadratic function 6. The graph of the exponential function
f(x) = x 2 + 2 is shown. f(x) = 3 x is shown.
y y
24
6
18
4
12
2
x 6

-4 -2 0 2 4 x
-4 -2 0 2 4

Module 1 10 Lesson 1
 7. The graph of the linear function 8. The graph of a function is shown.
g(x) = 2x - 2 is shown.

y y
4

2 2
x x
-4 -2 0 2 4 -4 -2 0 2 4
-2 -2

-4

For the given function and domain, draw the graph and identify
the range using the same notation as the given domain.
9. f(x) = −x + 5 with domain [−3, 2] 3 x + 1 with domain
10. f(x) = _
2
{x |x > − 2}

Write a function that models the given situation. Determine the domain from
the situation, graph the function using that domain, and identify the range.
11. A bicyclist travels at a constant speed of
12 miles per hour for a total of 45 minutes.
(Use set notation for the domain and
range of the function that models
this situation.)
ª
)PVHIUPO
.JGGMJO
)BSDPVSU
1VCMJTIJOH
$PNQBOZ
t
*NBHF
$SFEJUT
ª$BSP

12. An elevator in a tall building starts at a floor of the building

that is 90 meters above the ground. The elevator descends
2 meters every 0.5 second for 6 seconds. (Use an inequality
for the domain and range of the function that models this situation.)

H.O.T. Focus on Higher Order Thinking

13. Explain the Error Cameron sells tickets at a movie theater. On Friday night, she
worked from 4 p.m. to 10 p.m. and sold about 25 tickets every hour. Cameron says
that the number of tickets, n, she has sold at any time t (in hours) can be modeled
by the function n(t) = 25t, where the domain is 0 ≤ t ≤ 1 and the range is
0 ≤ n ≤ 25. Is Cameron’s function, along with the domain and range, correct?
Explain.
Alamy

Module 1 11 Lesson 1
14. Multi-Step The graph of the cubic function ƒ(x) = x 3 is shown. y
100
a. What are the domain, range, and end behavior of the
function? (Write the domain and range as an inequality, using 50
set notation, and using interval notation.) x
-4 0 2 4
b. How is the range of the function affected if the domain is
restricted to [-4, 4]? (Write the range as an inequality, using -50
set notation, and using interval notation.)
-100
c. Graph the function with the restricted domain.

15. Represent Real-World Situations The John James Audubon Bridge is a cable-
stayed bridge in Louisiana that opened in 2011. The height from the bridge deck to
the top of the tower where a particular cable is anchored is about 500 feet, and the
length of that cable is about 1200 feet. Draw the cable on a coordinate plane, letting
the x-axis represent the bridge deck and the y-axis represent the tower. (Only use
positive values of x and y.) Write a linear function whose graph models the cable.
Identify the domain and range, writing each as an inequality, using set notation, and
using interval notation.

Lesson Performance Task

The fuel efficiency for a 2007 passenger car was 31.2 mi/gal. For the same
model of car, the fuel efficiency increased to 35.6 mi/gal in 2012. The gas
tank for this car holds 16 gallons of gas.

a. Write and graph a linear function that models the distance

that each car can travel for a given amount of gas (up to one
tankful).

b. Write the domain and range of each function using interval

notation.

c. Write and simplify a function ƒ(g) that represents the

difference in the distance that the 2012 car can travel and the

© Houghton Mifflin Harcourt Publishing Company

distance that the 2007 car can travel on the same amount of
gas. Interpret this function using the graphs of the functions
from part a. Also find and interpret ƒ(16).

d. Write the domain and range of the difference function using

set notation.

Module 1 12 Lesson 1
 1.2 Characteristics of
Function Graphs
Essential Question: What are some of the attributes of a function, and how are they related
Resource
to the function’s graph? Locker

Explore Identifying Attributes of a Function from Its Graph

You can identify several attributes of a function by analyzing its y
1.5
graph. For instance, for the graph shown, you can see that the
1
function’s domain is {x|0 ≤ x ≤ 11} and its range is {y| −1 ≤ y ≤ 1}.
0.5
Use the graph to explore the function’s other attributes. x
0
-0.5 1 2 3 4 5 6 7 8 9 10 11 12
Are the values of the function on the interval {x|1 < x < 3} -1
-1.5
positive or negative?

 Are the values of the function on the interval {x|8 < x < 9}
positive or negative?

A function is increasing on an interval if ƒ(x 1) < ƒ(x 2) when x 1 < x 2 for any x-values x 1 and x 2 from the interval.
The graph of a function that is increasing on an interval rises from left to right on that interval. Similarly, a function
is decreasing on an interval if ƒ(x 1) > ƒ(x 2) when x 1 < x 2 for any x-values x 1 and x 2 from the interval. The graph
of a function that is decreasing on an interval falls from left to right on that interval.

Is the given function increasing or decreasing on the interval {x|2 ≤ x ≤ 4}?
Is the given function increasing or decreasing on the interval {x|4 ≤ x ≤ 6}?
For the two points (x 1, ƒ(x 1)) and (x 2, ƒ(x 2)) on the graph of a function, the average rate of change of the function
© Houghton Mifflin Harcourt Publishing Company

is the ratio of the change in the function values, ƒ(x 2) - ƒ(x 1), to the change in the x-values, x 2 - x 1. For a linear
function, the rate of change is constant and represents the slope of the function’s graph.

 What is the given function’s average rate of change on the interval {x|0 ≤ x ≤ 2}?

A function may change from increasing to decreasing or from decreasing to increasing at turning points. The value
of ƒ(x) at a point where a function changes from increasing to decreasing is a maximum value. A maximum value
occurs at a point that appears higher than all nearby points on the graph of the function. Similarly, the value of ƒ(x)
at a point where a function changes from decreasing to increasing is a minimum value. A minimum value occurs
at a point that appears lower than all nearby points on the graph of the function. If the graph of a function has an
endpoint, the value of f(x) at that point is considered a maximum or minimum value of the function if the point is
higher or lower, respectively, than all nearby points.

 At how many points does the given function change from increasing to decreasing?

Module 1 13 Lesson 2
 What is the function’s value at these points?

 At how many points does the given function change from decreasing to increasing?

 What is the function’s value at these points?

A zero of a function is a value of x for which ƒ(x) = 0. On a graph of the function, the zeros are the x-intercepts.

 How many x-intercepts does the given function’s graph have?

 Identify the zeros of the function.

Reflect

1. Discussion Identify three different intervals that have the same average rate of change, and state what the
rate of change is.
2. Discussion If a function is increasing on an interval {x|a ≤ x ≤ b}, what can you say about its average
rate of change on the interval? Explain.

Explain 1 Sketching a Function’s Graph

from a Verbal Description
By understanding the attributes of a function, you can sketch a graph from a verbal description.

Example 1 Sketch a graph of the following verbal descriptions.

Lyme disease is a bacterial infection transmitted to humans Probability of Transmission

by ticks. When an infected tick bites a human, the probability from Infected Tick
of transmission is a function of the time since the tick y
attached itself to the skin. During the first 24 hours, the 100
90
probability is 0%. During the next three 24-hour periods,
80
Probability (%)

the rate of change in the probability is always positive, but 70

© Houghton Mifflin Harcourt Publishing Company

it is much greater for the middle period than the other 60
two periods. After 96 hours, the probability is almost 50
100%. Sketch a graph of the function for the probability of 40
transmission. 30
20
Identify the axes and scales. 10 x
0 24 48 72 96 120
The x-axis will be time (in hours) and will run from 0 to at
least 96. The y-axis will be the probability of infection (as a Time tick attached (h)
percent) from 0 to 100.

Identify key intervals.

The intervals are in increments of 24 hours: 0 to 24, 24 to 48, 48 to 72, 72 to 96, and 96 to 120.

Sketch the graph of the function.

Draw a horizontal segment at y = 0 for the first 24-hour interval. The function increases over the next
three 24-hour intervals with the middle interval having the greatest increase (the steepest slope). After
96 hours, the graph is nearly horizontal at 100%.
Module 1 14 Lesson 2
  The incidence of a disease is the rate at which a disease occurs in a population. It is
calculated by dividing the number of new cases of a disease in a given time period (typically
a year) by the size of the population. To avoid small decimal numbers, the rate is often
expressed in terms of a large number of people rather than a single person. For instance,
the incidence of measles in the United States in 1974 was about 10 cases per 100,000 people.

From 1974 to 1980, there were drastic fluctuations in the Incidence of

incidence of measles in the United States. In 1975, there was Measles in the U.S.
a slight increase in incidence from 1974. The next two years

Incidence (cases per

y

100,000 people)
saw a substantial increase in the incidence, which reached 30
a maximum in 1977 of about 26 cases per 100,000 people. 25
From 1977 to 1979, the incidence fell to about 5 cases per 20
100,000 people. The incidence fell much faster from 1977 15
to 1978 than from 1978 to 1979. Finally, from 1979 to 1980, 10
the incidence stayed about the same. Sketch a graph of the 5 x
function for the incidence of measles. 0
1 2 3 4 5 6 7
Identify the axes and scales. Time (years since 1974)

The x-axis will represent time given by years and will run
from 0 to 6. The y-axis will represent incidence of measles, measured in cases per 100,000 people, and will
run from 0 to 30.

Identify key intervals.

The intervals are one-year increments from 0 to 6.

Sketch the graph of the function.

The first point on the graph is (0, 10). The graph slightly rises from x = 0 to x = 1.

From x = 1 to x = 3, the graph rises to a maximum y-value of 26.

The graph falls steeply from x = 3 to x = 4 and then falls less steeply from x = 4 to x = 5.

The graph is horizontal from x = 5 to x = 6.

Reflect
© Houghton Mifflin Harcourt Publishing Company

3. In Part B, the graph is horizontal from 1979 to 1980. What can you say about the rate of change for the
function on this interval?

Your Turn

4. A grocery store stocks shelves with 100 cartons of strawberries before the store opens. For the first 3 hours
the store is open, the store sells 20 cartons per hour. Over the next 2 hours, no cartons of strawberries are
sold. The store then restocks 10 cartons each hour for the next 2 hours. In the final hour that the store is
open, 30 cartons are sold. Sketch a graph of the function.

Module 1 15 Lesson 2
 Explain 2 Modeling with a Linear Function
When given a set of paired data, you can use a scatter plot to see whether the data show a linear trend. If so, you can
use a graphing calculator to perform linear regression and obtain a linear function that models the data. You should
treat the least and greatest x-values of the data as the boundaries of the domain of the linear model.

When you perform linear regression, a graphing calculator will report the value of the correlation coefficient r.
This variable can have a value from -1 to 1. It measures the direction and strength of the relationship between the
variables x and y. If the value of r is negative, the y-values tend to decrease as the x-values increase. If the value of r is
positive, the y-values tend to increase as the x-values increase. The more linear the relationship between x and y is, the
closer the value of r is to -1 or 1 (or the closer the value of r 2 is to 1).

You can use the linear model to make predictions and decisions based on the data. Making a prediction within the
domain of the linear model is called interpolation. Making a prediction outside the domain is called extrapolation.

Example 2 Perform a linear regression for the given situation and make predictions.

A photographer hiked through the Grand Canyon. Each day

Grand Canyon Photos
she stored photos on a memory card for her digital camera.
When she returned from the trip, she deleted some photos Photos Taken Photos Kept
from each memory card, saving only the best. The table shows 117 25
the number of photos she kept from all those stored on each 128 31
memory card. Use a graphing calculator to create a scatter plot
140 39
of the data, find a linear regression model, and graph the
model. Then use the model to predict the number of photos 157 52
the photographer will keep if she takes 150 photos. 110 21
188 45
170 42

Step 1: Create a scatter plot of the data.

Let x represent the number of photos taken, and let y
represent the number of photos kept. Use a viewing window
that shows x-values from 100 to 200 and y-values from 0 to 60.

© Houghton Mifflin Harcourt Publishing Company

Notice that the trend in the data appears to be roughly linear, with
y-values generally increasing as x-values increase.

Step 2: Perform linear regression. Write the linear model and its
domain.
The linear regression model is y = 0.33x - 11.33. Its domain is
{x|110 ≤ x ≤ 188}.

Step 3: Graph the model along with the data to obtain a visual
check on the goodness of fit.
Notice that one of the data points is much farther from the line than
the other data points are. The value of the correlation coefficient r
would be closer to 1 without this data point.

Module 1 16 Lesson 2
 Step 4: Predict the number of photos this photographer will keep if she takes 150
photos.
Evaluate the linear function when x = 150: y = 0.33(150) - 11.33 ≈ 38. So, she will keep
about 38 photos if she takes 150 photos.

 As a science project, Shelley is studying the relationship of car mileage (in miles per gallon)
and speed (in miles per hour). The table shows the data Shelley gathered using her family’s
vehicle. Use a graphing calculator to create a scatter plot of the data, find a linear regression
model, and graph the model. Then use the model to predict the gas mileage of the car at a
speed of 20 miles per hour.

Speed (mi/h) 30 40 50 60 70
Mileage (mi/gal) 34.0 33.5 31.5 29.0 27.5

Step 1: Create a scatter plot of the data.

What do x and y represent?
Let x represent the car’s speed, and let y represent the car’s gas mileage.

What viewing window will you use?

Use a window that shows x-values from 0 to 80 and y-values from 0 to
40.

What trend do you observe?

The trend in the data appears to be quite linear, with y-values generally
decreasing as x-values increase.

Step 2: Perform linear regression. Write the linear model and its
domain.
The linear regression model is y = −0.175x + 39.85. Its domain is
{x|30 ≤ x ≤ 70}.
© Houghton Mifflin Harcourt Publishing Company

Step 3: Graph the model along with the data to obtain a visual check
on the goodness of fit.
What can you say about the goodness of fit? As expected from the fact that
the value of r from Step 2 is very close to −1, the line passes through or
comes close to passing through all the data points.

Step 4: Predict the gas mileage of the car at a speed of 20 miles per hour.
Evaluate the linear function when x = 20: y = −0.175(20) + 39.85 ≈ 36.4. So, the car’s gas mileage
should be about 36.4 mi/gal at a speed of 20 mi/h.

Module 1 17 Lesson 2
 Reflect

5. Identify whether each prediction in Parts A and B is an interpolation or an extrapolation.

Your Turn

6. Vern created a website for his school’s sports teams. He has a hit counter on his
site that lets him know how many people have visited the site. The table shows the
number of hits the site received each day for the first two weeks. Use a graphing
calculator to find the linear regression model. Then predict how many hits there will
be on day 15.

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Hits 5 10 21 24 28 36 33 21 27 40 46 50 31 38

Elaborate
7. How are the attributes of increasing and decreasing related to average rate of change? How are the
attributes of maximum and minimum values related to the attributes of increasing and decreasing?
8. How can line segments be used to sketch graphs of functions that model real-world situations?
9. When making predictions based on a linear model, would you expect interpolated or extrapolated values to
be more accurate? Justify your answer.
10. Essential Question Check-In What are some of the attributes of a function?

Evaluate: Homework and Practice

The graph shows a function that models the value V (in millions of dollars) of a t
0OMJOF
)PNFXPSL
stock portfolio as a function of time t (in months) over an 18-month period. t
)JOUT
BOE
)FMQ
t
&YUSB
1SBDUJDF

© Houghton Mifflin Harcourt Publishing Company

3 V
Value (millions of dollars)

t
0
2 4 6 8 10 12 14 16 18
Time (months)
1. On what interval is the function decreasing?
On what intervals is the function increasing?

Module 1 18 Lesson 2
 2. Identify any maximum values and minimum values.

3. What are the function’s domain and range?

The table of values gives the probability

P(n) for getting all 5’s when rolling a n 1 2 3 4 5
number cube n times.

P(n) 1
_ _1 _
1 _ 1 _1
6 36 216 1296 7776

4. Is P(n) increasing or decreasing? Explain the significance of this.

5. What is the end behavior of P(n)? Explain the significance of this.

6. The table shows some values of a function. On which intervals is the function’s average rate of change
positive? Select all that apply.

x 0 1 2 3

f(x) 50 75 40 65

a. From x = 0 to x = 1 c. From x = 0 to x = 3 e. From x = 1 to x = 3

b. From x = 0 to x = 2 d. From x = 1 to x = 2 f. From x = 2 to x = 3

Use the graph of the function ƒ(x) to identify the function’s specified attributes.

7. Find the function’s average rate of change over each interval.

a. From x = -3 to x = -2 b. From x = -2 to x = 1 y
4
f(x)
c. From x = 0 to x = 1 d. From x = 1 to x = 2 2
x
© Houghton Mifflin Harcourt Publishing Company

-4 -2 0 4
-2
e. From x = -1 to x = 0 f. From x = -1 to x = 2
-4

8. On what intervals are the function’s values positive?

9. On what intervals are the function’s values negative?
10. What are the zeros of the function?
11. The following describes the United States nuclear stockpile from 1944 to 1974. From 1944 to 1958, there
was a gradual increase in the number of warheads from 0 to about 5000. From 1958 to 1966, there was a
rapid increase in the number of warheads to a maximum of about 32,000. From 1966 to 1970, there was a
decrease in the number of warheads to about 26,000. Finally, from 1970 to 1974, there was a small increase
to about 28,000 warheads. Sketch a graph of the function.

Module 1 19 Lesson 2
12. The following describes the unemployment rate in the United States from 2003 to 2013. In 2003, the
unemployment rate was at 6.3%. The unemployment rate began to fall over the years and reached a
minimum of about 4.4% in 2007. A recession that began in 2007 caused the unemployment rate to
increase over a two-year period and reach a maximum of about 10% in 2009. The unemployment rate then
decreased over the next four years to about 7.0% in 2013. Sketch a graph of the function.
13. The following describes the incidence of mumps in the United States from 1984 to 2004. From 1984 to
1985, there was no change in the incidence of mumps, staying at about 1 case per 100,000 people. Then
there was a spike in the incidence of mumps, which reached a peak of about 5.5 cases per 100,000 in 1987.
Over the next year, there was a sharp decline in the incidence of mumps, to about 2 cases per 100,000
people in 1988. Then, from 1988 to 1989, there was a small increase to about 2.5 cases per 100,000 people.
This was followed by a gradual decline, which reached a minimum of about 0.1 case per 100,000 in 1999.
For the next five years, there was no change in the incidence of mumps. Sketch a graph of the function.
14. Aviation The table gives the lengths and wingspans of airplanes in an airline’s fleet.

737 Super 80 757 767 A300 777

130 ft 148 ft 155 ft 178 ft 180 ft 209 ft

113 ft 108 ft 124 ft 147 ft 156 ft 200 ft

a. Make a scatter plot of the data with x representing length and y representing
wingspan.
b. Sketch a line of fit.

ª
)PVHIUPO
.JGGMJO
)BSDPVSU
1VCMJTIJOH
$PNQBOZ
t
*NBHF
$SFEJUT
U
ª0DFBO
c. Use the line of fit to predict the wingspan of an airplane with a length of 220 feet.
15. Golf The table shows the height (in feet) of a golf ball at various times
(in seconds) after a golfer hits the ball into the air.

Time (s) 0 0.5 1 1.5 2 2.5 3 3.5 4

Height (ft) 0 28 48 60 64 60 48 28 0

a. Graph the data in the table. Then draw a smooth curve through the
data points. (Because the golf ball is a projectile, its height h at time t $PSCJT
C
ª7BM
-BXMFTT4IVUUFSTUPDL
can be modeled by a quadratic function whose graph is a parabola.)
b. What is the maximum height that the golf ball reaches?
c. On what interval is the golf ball’s height increasing?
d. On what interval is the golf ball’s height decreasing?
16. The model a = 0.25t + 29 represents the median age a of females in the
United States as a function of time t (in years since 1970).
a. Predict the median age of females in 1995.
b. Predict the median age of females in 2015 to the nearest tenth.

Module 1 20 Lesson 2
 H.O.T. Focus on Higher Order Thinking

17. Make a Prediction Anthropologists who study skeletal

remains can predict a woman’s height just from the length of
her humerus, the bone between the elbow and the shoulder.
The table gives data for humerus length and overall height
for various women.

Humerus Length (cm)  27     27 

Height (cm)        

Using a graphing calculator, find the linear regression model and state its domain.
Then predict a woman’s height from a humerus that is 32 cm long, and tell whether
the prediction is an interpolation or an extrapolation.

18. Make a Prediction Hummingbird wing beat rates are

much higher than those in other birds. The table gives
data about the mass and the frequency of wing beats for
various species of hummingbirds.

Mass (g)       

ª
)PVHIUPO
.JGGMJO
)BSDPVSU
1VCMJTIJOH
$PNQBOZ
t
*NBHF
$SFEJUT
U

ªEFDBEFE4IVUUFSTUPDL
C
ª'SBOL
-FVOH7FUUB(FUUZ
*NBHFT

Frequency of Wing Beats       

(beats per second)

a. Using a graphing calculator, find the linear regression model and state its domain.
b. Predict the frequency of wing beats for a Giant Hummingbird with a mass of
19 grams.
c. Comment on the reasonableness of the prediction and what, if anything, is wrong
with the model.
19. Explain the Error A student calculates a function’s average rate of change on an interval and finds that
it is 0. The student concludes that the function is constant on the interval. Explain the student’s error, and
give an example to support your explanation.
20. Communicate Mathematical Ideas Describe a way to obtain a linear model for a set of data without
using a graphing calculator.

Module 1 21 Lesson 2
Lesson Performance Task
Since 1980 scientists have used data from satellite sensors to calculate
Arctic Sea Ice Extent
a daily measure of Arctic sea ice extent. Sea ice extent is calculated

Sea Ice Extent (million km2)

as the sum of the areas of sea ice covering the ocean where the ice 16
concentration is greater than 15%. The graph here shows seasonal 14
variations in sea ice extent for 2012, 2013, and the average values for 12
the 1980s. 10
8
a. According to the graph, during which month does sea 6 1980’s Average
ice extent usually reach its maximum? During which 4 2012
month does the minimum extent generally occur? What 2 2013
can you infer about the reason for this pattern? 0

Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
b. Sea ice extent reached its lowest level to date in 2012.
About how much less was the minimum extent in 2012 Months
compared with the average minimum for the 1980s?
About what percentage of the 1980s average minimum
was the 2012 minimum?

c. How does the maximum extent in 2012 compare with the average maximum for the 1980s?
About what percentage of the 1980s average maximum was the 2012 maximum?

d. What do the patterns in the maximum and minimum values suggest about how climate
change may be affecting sea ice extent?

e. How do the 2013 maximum and minimum values compare with those for 2012? What possible
explanation can you suggest for the differences?

© Houghton Mifflin Harcourt Publishing Company

Module 1 22 Lesson 2
 1.3 Transformations
of Function Graphs
Essential Question: What are the ways you can transform the graph of the function f(x)?
Resource
Locker

Explore 1 Investigating Translations 6

y

of Function Graphs 4
You can transform the graph of a function in various ways. You can translate 2
the graph horizontally or vertically, you can stretch or compress the graph x
horizontally or vertically, and you can reflect the graph across the x-axis or the
-6 -4 -2 0 2 4 6
y-axis. How the graph of a given function is transformed is determined by the
way certain numbers, called parameters, are introduced in the function.
-4
The graph of ƒ(x) is shown. Copy this graph and use the same grid for the
exploration. -6

First graph g(x) = ƒ(x) + k where k is the parameter. Let k = 4 so

that g(x) = ƒ(x) + 4. Complete the input-output table and then graph g(x). In general, how
is the graph of g(x) = ƒ(x) + k related to the graph of ƒ(x) when k is a positive number?

x f(x) f(x) + 4
-1 -2 2
1 2 6

3 -2 ?
5 2 ?
© Houghton Mifflin Harcourt Publishing Company

x f(x) f(x) - 3
 Now try a negative value of k in g(x) = ƒ(x) + k.
Let k = -3 so that g(x) = ƒ(x) - 3. Complete the input- -1 -2 -5
output table and then graph g(x) on the same grid. 1 2 -1
In general, how is the graph of g(x) = ƒ(x) + k related
to the graph of ƒ(x) when k is a negative number? 3 -2 ?
5 2 ?

Module 1 23 Lesson 3
Now graph g(x) = ƒ(x - h) where h is the parameter. Let h = 2 so that g(x) = ƒ(x - 2).
Complete the mapping diagram and then graph g(x) with f(x). (To complete the mapping
diagram, you need to find the inputs for g that produce the inputs for ƒ after you subtract 2.
Work backward from the inputs for ƒ to the missing inputs for g by adding 2.) In general, how
is the graph of g(x) = ƒ(x - h) related to the graph of ƒ(x) when h is a positive number?

Input Input Output Output

for g for f for f for g
-2
1 -1 -2 -2
3 1 2 2
? 3 -2 -2
? 5 2 2

 Make a Conjecture How would you expect the graph of g(x) = ƒ(x - h) to be related to
the graph of ƒ(x) when h is a negative number?

Reflect

1. Suppose a function ƒ(x) has a domain of ⎡⎣x 1, x 2⎤⎦ and a range of ⎡⎣y 1, y 2⎤⎦. When the graph of ƒ(x) is
translated vertically k units where k is either positive or negative, how do the domain and range change?
2. Suppose a function ƒ(x) has a domain of ⎡⎣x 1, x 2⎤⎦ and a range of ⎡⎣y 1, y 2⎤⎦. When the graph of ƒ(x) is
translated horizontally h units where h is either positive or negative, how do the domain and range change?
3. You can transform the graph of ƒ(x) to obtain the graph of g(x) = ƒ(x - h) + k by combining
transformations. Predict what will happen by completing the table.

Sign of h Sign of k Transformations of the Graph of f(x)

+ + Translate right h units and up k units.

+ - ?

© Houghton Mifflin Harcourt Publishing Company

- + ?
- - ?

Module 1 24 Lesson 3
 Explore 2 Investigating Stretches and Compressions
of Function Graphs
In this activity, you will consider what happens when you multiply by a positive parameter inside or outside a
function. Throughout, you will use the same function ƒ(x) that you used in the previous activity.

First graph g(x) = a ⋅ ƒ(x) where a is the parameter. Let a = 2

6
so that g(x) = 2ƒ(x). Complete the input-output table and then
graph g(x) with f(x). In general, how is the graph of 4
g(x) = a ⋅ ƒ(x) related to the graph of ƒ(x) when a is greater 2
than 1? x
-6 -4 -2 0 2 4 6
x f(x) 2f(x)
-1 -2 -4 -4
1 2 4
-6
3 -2 ?
5 2 ?

 Now try a value of a between 0 and 1 in g(x) = a ⋅ ƒ(x). Let a = _12 so that g(x) = _12ƒ(x).
Complete the input-output table and then graph g(x) with f(x). In general, how is the graph
of g(x) = a ⋅ ƒ(x) related to the graph of ƒ(x) when a is a number between 0 and 1?

x f(x) __1 f(x)

2
-1 -2 -1
1 2 1

3 -2 ?
5 2 ?
© Houghton Mifflin Harcourt Publishing Company

 ( ) ( )
Now graph g(x) = ƒ __b1 ⋅ x where b is the parameter. Let b = 2 so that g(x) = ƒ __12 x .
Complete the mapping diagram and then graph g(x) with f(x). (To complete the mapping
diagram, you need to find the inputs for g that produce the inputs for f after you multiply
by _12. Work backward from the inputs for f to the missing inputs for g by multiplying by 2.)
In general, how is the graph of g(x) = ƒ( __b1 x ) related to the graph of ƒ(x) when b is a number
greater than 1?
Input Input Output Output
for g 1
for f for f for g
· 2
-2 -1 -2 -2
2 1 2 2
? 3 -2 -2
? 5 2 2

 ( )
Make a Conjecture How would you expect the graph of g(x) = ƒ __b1 ⋅ x to be related
to the graph of ƒ(x) when b is a number between 0 and 1?

Module 1 25 Lesson 3
 Reflect

4. Suppose a function ƒ(x) has a domain of ⎡⎣x 1, x 2⎤⎦ and a range of ⎡⎣y 1, y 2⎤⎦. When the graph of ƒ(x) is
stretched or compressed vertically by a factor of a, how do the domain and range change?

5. You can transform the graph of ƒ(x) to obtain the graph of g(x) = a ⋅ ƒ(x-h) + k by combining
transformations. Predict what will happen by completing the table.

Value of a Transformations of the Graph of f(x)

Stretch vertically by a factor of a, and translate h units horizontally and
a>1
k units vertically.

0<a<1 ?

6. You can transform the graph of ƒ(x) to obtain the graph of g(x) = ƒ ( __1 (x - h) ) + k by combining
b
transformations. Predict what will happen by completing the table.

Value of b Transformations of the Graph of f(x)

Stretch horizontally by a factor of b, and translate h units horizontally
b>1
and k units vertically.

0<b<1 ?

Explore 3 Investigating Reflections of Function Graphs

When the parameter in a stretch or compression is negative, another y
transformation called a reflection is introduced. Examining reflections will 6
also tell you whether a function is an even ƒunction or an odd ƒunction. An 4
even function is one for which ƒ(-x) = ƒ(x) for all x in the domain of the
function, while an odd function is one for which ƒ(-x) = -ƒ(x) for all x 2
in the domain of the function. A function is not necessarily even or odd; it x
can be neither. -6 -4 -2 0 2 4 6

© Houghton Mifflin Harcourt Publishing Company

First graph g(x) = a ⋅ ƒ(x) where a = -1. Complete the input- -4
output table and then graph g(x) = -ƒ(x) with f(x). In general,
how is the graph of g(x) = -ƒ(x) related to the graph of ƒ(x)? -6

x f(x) -f(x)
-1 -2 2
1 2 -2

3 -2 ?
5 2 ?

Module 1 26 Lesson 3
  Now graph g(x) = ƒ ( __1 ⋅ x ) where b = -1. Complete the input-output table and then
b
graph g(x) = ƒ(-x) with f(x). In general, how is the graph of g(x) = ƒ(-x) related to the
graph of ƒ(x)?

Input Input Output Output

for g for f for f for g
· (-1)
1 -1 -2 -2
-1 1 2 2
? 3 -2 -2
? 5 2 2

Reflect

7. Discussion Suppose a function ƒ(x) has a domain of ⎡⎣x 1, x 2⎤⎦ and a range of ⎡⎣y 1, y 2⎤⎦. When the graph of
ƒ(x) is reflected across the x-axis, how do the domain and range change?
8. For a function ƒ(x), suppose the graph of ƒ(-x), the reflection of the graph of ƒ(x) across the y-axis, is
identical to the graph of ƒ(x). What does this tell you about ƒ(x)? Explain.
9. Is the function whose graph you reflected across the axes in Steps A and B an even function, an odd
function, or neither? Explain.

Explain 1 Transforming the Graph of the Parent

Quadratic Function
y
4
You can use transformations of the graph of a basic function, called a
parent function, to obtain the graph of a related function. To do so, focus on
2
how the transformations affect reference points on the graph of the parent
function. x
-4 -2 0 2 4
For instance, the parent quadratic function is ƒ(x) = x 2. The graph of this
-2
function is a U-shaped curve called a parabola with a turning point, called a
vertex, at (0, 0). The vertex is a useful reference point, as are the points (-1, 1)
-4
© Houghton Mifflin Harcourt Publishing Company

and (1, 1).

Example 1 Describe how to transform the graph of f (x) = x 2 to obtain the graph of
the related function g(x). Then draw the graph of g(x).

g(x) = -3ƒ(x - 2) -4

Parameter
and Its Value Effect on the Parent Graph
a = -3 vertical stretch of the graph of ƒ(x) by a factor of 3 and a reflection across the x-axis

b=1 Since b = 1, there is no horizontal stretch or compression.

h=2 horizontal translation of the graph of ƒ(x) to the right 2 units

k = -4 vertical translation of the graph of ƒ(x) down 4 units

Module 1 27 Lesson 3
 Applying these transformations to a point (x, y) on the parent graph results in the point (x + 2, -3y -4).
The table shows what happens to the three reference points on the graph of ƒ(x).

Point on the Graph of f(x) Corresponding Point on g(x)

(-1, 1) (-1 + 2, -3 (1) - 4) = (1, -7)
(0, 0) (0 + 2, -3 (0) - 4) = (2, -4)
(1, 1) (1 + 2, -3 (1) - 4) = (3, -7)

Use the transformed reference points to graph g(x). y x

-2 0 2 4 6
-2

-4

-6

-8

 (
g(x) = ƒ _
2 )
1 (x + 5) + 2

Parameter
and Its Value Effect on the Parent Graph

a= 1 Since a = 1, there is no vertical stretch, no vertical compression, and no

reflection across the x-axis.

b= 2 The parent graph is stretched horizontally by a factor of 2.

There is no reflection across the y-axis.

h = -5 The parent graph is translated -5 units horizontally.

k= 2 The parent graph is translated 2 units vertically.

© Houghton Mifflin Harcourt Publishing Company

Applying these transformations to a point on the parent graph results in the point ( 2x - 5, y + 2 ).
The table shows what happens to the three reference points on the graph of ƒ(x).

Point on the Graph of f(x) Corresponding Point on the Graph of g(x)

(-1, 1) (
( 2 (-1) - 5, 1 + 2) = -7 , 3 )
(0, 0) ( 2 (0) - 5, 0 + 2) = ( -5 , 2 )
(1, 1) ( 2 (1) - 5, 1 + 2) = ( -3 , 3 )

Module 1 28 Lesson 3
 Use the transformed reference points to graph g(x). y
6

2
x
-10 -8 -6 -4 -2 0
Reflect
-2
10. Is the function ƒ(x) = x an even function, an odd function, or
2

neither? Explain.
11. The graph of the parent quadratic function ƒ(x) = x has the vertical line x = 0 as its axis of symmetry.
2

Identify the axis of symmetry for each of the graphs of g(x) in Parts A and B. Which transformation(s)
affect the location of the axis of symmetry?

Your Turn

12. Describe how to transform the graph of ƒ(x) = x 2 to obtain the graph of the related function
g(x) = ƒ(-4(x - 3)) + 1. Then draw the graph of g(x).

Explain 2 Modeling with a Quadratic Function

You can model real-world objects that have a parabolic shape using a quadratic function. In order
to fit the function’s graph to the shape of the object, you will need to determine the values of the
( )
parameters in the function g(x) = a ⋅ ƒ __1 (x - h) + k where ƒ(x) = x 2. Note that because ƒ(x) is
b
simply a squaring function, it’s possible to pull the parameter b outside the function and combine it
with the parameter a. Doing so allows you to model real-objects using g(x) = a ⋅ ƒ (x - h) + k,
which has only three parameters.

When modeling real-world objects, remember to restrict the domain of g(x) = a ⋅ ƒ (x - h) + k

to values of x that are based on the object’s dimensions.

Example 2

An old stone bridge over a river uses a parabolic arch

for support. In the illustration shown, the unit of y
© Houghton Mifflin Harcourt Publishing Company

measurement for both axes is feet, and the vertex of the x

arch is point C. Find a quadratic function that models 0 10 20 30 40 50
the arch, and state the function’s domain. -10 C (27, -5)

Analyze Information -20

A (2, -20) B (52, -20)
Identify the important information.

t
The shape of the arch is a parabola.

t
The vertex of the parabola is C(27, -5).

t
Two other points on the parabola are A(2, -20) and B(52, -20).

Formulate a Plan
You want to find the values of the parameters a, h, and k in g(x) = a ⋅ ƒ(x - h) + k
where ƒ(x) = x 2. You can use the coordinates of point C to find the values of h and k.
Then you can use the coordinates of one of the other points to find the value of a.

Module 1 29 Lesson 3
 Solve
The vertex of the graph of g(x) is point C, and the vertex of the graph of ƒ(x) is the
origin. Point C is the result of translating the origin 27 units to the right and 5 units
down. This means that h = 27 and k = -5. Substituting these values into g(x) gives
g(x) = a ⋅ ƒ(x - 27) - 5. Now substitute the coordinates of point B into g(x) and
solve for a.
g(x) = a ⋅ ƒ (x - 27) - 5 Write the general function.

( ) = a ⋅ ƒ (52 - 27) - 5
g 52 Substitute 52 for x.

-20 = a ⋅ ƒ (52 - 27) - 5 Replace g(52) with -20, the y-value of B.

-20 = a ⋅ ƒ 25 ( )-5 Simplify.

-20 = a (625) - 5 Evaluate ƒ (25) for ƒ(x) = x 2.

a= -___
3
125 Solve for a.

Substitute the value of a into g(x).

g(x) = -_ 3 ƒ (x - 27) - 5
125
The arch exists only between points A and B, so the domain of g(x) is {x⎜2 ≤ x ≤ 52.

Justify and Evaluate

To justify the answer, verify that g(2) = -20.
g(x) = -_ 3 ƒ (x - 27) - 5 Write the function.
125
( )
g 2 = -_ 3 ƒ ( 2 - 27) - 5
125
Substitute 2 for x.

= -_
125 (
3 ƒ -25 - 5
) Subtract.

= -_
125 (
3 · 625 - 5
) Evaluate ƒ (-25).

= -20 ✓ Simplify.

© Houghton Mifflin Harcourt Publishing Company

Your Turn

13. The netting of an empty hammock hangs

between its supports along a curve that can be y
modeled by a parabola. In the illustration shown, A (-2, 4) B (8, 4)
the unit of measurement for both axes is feet, 4
and the vertex of the curve is point C. Find a C (3, 3)
2
quadratic function that models the hammock’s
netting, and state the function’s domain. x
-2 0 2 4 6 8

Module 1 30 Lesson 3
 Elaborate
14. What is the general procedure to follow when graphing a function of the form g(x) = a ⋅ ƒ(x - h) + k
given the graph of ƒ(x)?
15. What are the general steps to follow when determining the values of the parameters a, h, and k in
ƒ(x) = a(x - h) + k when modeling a parabolic real-world object?
2

16. Essential Question Check-In How can the graph of a function ƒ(x) be transformed?

Evaluate: Homework and Practice

t
0OMJOF
)PNFXPSL
Write g(x) in terms of ƒ(x) after performing the given transformation of the t
)JOUT
BOE
)FMQ
graph of ƒ(x). t
&YUSB
1SBDUJDF

1. Translate the graph of ƒ(x) to the left 3 units. 2. Translate the graph of ƒ(x) up 2 units.

y y
4
4
2
x 2

-6 -4 -2 0 2 4 x
-2 -4 -2 0 2 4
-2
-4

3. Translate the graph of ƒ(x) to the right 4 units. 4. Translate the graph of ƒ(x) down 3 units.

y y
4

x
x -4 -2 0 4
-4 -2 0
© Houghton Mifflin Harcourt Publishing Company

4 6 -2
-2
-4
-4

5. Stretch the graph of ƒ(x) horizontally by a 6. Stretch the graph of ƒ(x) vertically by a
factor of 3. factor of 2.

y y
4 4

2 2
x
-4 -2 0 2 4 x -4 -2 0 2 4
-2 -2

-4 -4

Module 1 31 Lesson 3
Another random document with
no related content on Scribd:
enabling them to see well by day and night, while a quick sense of
hearing warns them of any danger near.
In India, indeed, their relations the “Lories” are most of them slow-
moving night-loving animals, while in South Africa the “Galagos” sleep
all day in a nest of leaves, and are only active at night, crying to each
other as they leap from bough to bough, seizing the beetles and moths
in their little hands. It was probably from such night-wanderers as
these that the general name of “lemurs” or “ghost-like” animals was
given to the group, for the true lemurs, which live in Madagascar,—
their special home, where they have few enemies,—may be seen by
day running along the branches, snatching the fruit, sucking birds’
eggs, and even feeding on the young birds themselves, for they have
plenty of crushing teeth, as well as incisors for clipping the leaves.
Sometimes they sit in companies, huddled together, wrapping their soft
furry tails round each other’s necks, for they are chilly creatures, and
even in that warm country their thick tails, which are quite useless for
clinging, seem to be a comfort to them. More often they are running
and jumping, especially in the evening time, the mothers carrying their
naked little ones nestled in the fur of their stomach, or, when they are
older, on their backs; and whether slow or quick, day-lovers or night-
hunters, these happy thoughtless little beings flourish in the quiet
island home they have found, cut off from the struggling world beyond.
 Fig. 64.

The Aye-Aye and a Lemur in the forests of

Madagascar.

And among them at night, when the soft clear moonlight shines
down on the thick forests in the interior of the island, comes a small
ghost-like animal, the “Aye-Aye,” with wide-staring eyes, furry body,
and long bony jointed fingers. He utters a plaintive cry as he creeps
from bough to bough, stripping the bark off the trees with his strong
chisel-like teeth to find some worm-eaten hole into which he thrusts his
skinny fourth finger to pick out a grub, and then moistens his meal by
drawing the same long finger rapidly through some watery crevice, and
then through his lips for drink. This strange creature too is a kind of
lemur, so far as he can be classed at all, with his gnawing teeth, his
hind feet like a monkey’s, his large spoon-shaped ears, and his
uneven fingered hands, with strong curved claws. At any rate he
belongs to no other group, but tells us once more the old story of
creatures in isolated countries putting on strange shapes suited to
extreme habits of life.
Now between these gentle, but low-brained and dreamy lemurs,
and the active, intelligent, mischievous monkeys, there is a great gap.
The creatures most like them are the little Marmosets of South
America, which run like squirrels among the forest trees of Brazil,
feeding on bananas, spiders, and grasshoppers, and making their
nests in the topmost boughs. But these marmosets are true monkeys,
with expressive faces, and the peculiar wide-spread nostrils which we
find in all the monkeys of the New World. For it is to South America,
that land of the less advanced forms of life, that we must look for the
153
lower kind of quadrumana, with side-opening nostrils, thumbs which
move in a line with the fingers of the hand, and not nearly so much
across the palm as in the higher apes, and thirty-six teeth in their
154
mouth instead of thirty-two, as in man and in the Old World
monkeys.
None of these American monkeys ever become so man-like as the
Apes of Africa and Asia, but in many ways they bring monkey-life in
the trees to greater perfection, in the dense forests of Brazil and
Paraguay, and even as far north as Guatemala. The lumbering heavy
Gorilla of Africa, though higher in the scale, is a cumbersome fellow
compared to the nimble little thumbless Spider monkeys of the
Amazons, which hang by their bare tipped tails to the branches and to
each other, chattering away like a troop of children as they gather the
bananas and other fruits, or catch insects and young birds, or fly
screaming with fear from the stealthy puma or the fierce eagle. With
the trees for their kingdom, their tail for a fifth hand, and the warm sun
to cheer and invigorate them, these spider-monkeys and their quieter
friends the Capucine monkeys (often seen on London organs), and the
Woolly monkeys (Fig. 65), lead a pleasant life enough, till misfortune or
old age overtakes them. Their friends the Howler monkeys, which also
have grasping tails, seek the deep recesses of the forest and creep
quietly from tree to tree until night comes, when hundreds of them at
once will make the woods re-echo with their deep howling cry, which
they produce by a special voice-organ in their throat; and with them
come out the little Owl monkeys, which sleep by day in the hollows of
the trees. These, with the various kinds of Saki monkeys, which cannot
cling by their tails, but have fairly good brains and quick intelligence,
make up the monkey population of America.

Fig. 65.

A Woolly Monkey and child (Lagothryx Humboldtii),

showing grasping tail. (Proc. Zool. Soc.)

Here, then, we have a whole group of quickwitted tree-monkeys,

which, from their structure, we know must have started long ago on a
line of their own, wandering down into South America, where they had
but few enemies except the boas and pumas and birds of prey, till man
came to kill and eat them. And if we wonder how they have gained
their quick mischievous intelligence in those quiet pathless forests, we
must remember that though a grasping hand and foot seem at first
sight of very little importance, yet by means of them the monkey
moves rapidly from place to place, swinging, leaping, running, and
climbing along the boughs, which are its paths from tree to tree. And
since rapid change of any kind makes the eye quick of sight, the ear
acute, and the brain active and alive to take in new impressions, it is
no wonder that the monkey mind has become alert and ready during
the ages that these animals have been chasing and cheating and
outwitting each other, or tenderly rearing their young ones among the
dangers of the forest.
And now if we turn back to the Old World, it is not so much the
smaller active tree-monkeys that interest us, for they live much the
same life as their American cousins, although they differ from them in
never having grasping tails, in having thirty-two teeth like man, in the
155
openings of their nostrils which turn downwards like our own, and in
having either cheek-pouches to stow away their food, or stomachs with
three compartments like animals that chew the cud, so that they can
keep a store within. But in spite of these differences they appear
outwardly much the same as the American monkeys; they leap and
jump among the trees, and it is not till we come to the Baboons and
the tailless man-like apes, that we find ourselves studying quite
another kind of life.
Imagine an undulating country of corn-fields and rough vegetation
in Abyssinia, or southwards towards the Cape, with long ranges of
rocky hills rising up behind, and precipices leading to the narrow
defiles of the mountains, and then picture to yourself, descending from
those mountains, a troop of two hundred or more large hairy monkeys,
with short tails growing from between bare seat-pads, dog-like faces
and something of a dog’s shape, as they gallop clumsily along with all
four feet flat upon the ground. These are the African Baboons, and
they form a goodly company, the chiefs marching first, grand old elders
with stout hairy manes to protect them when fighting. These come
cautiously, peering over the precipices, and climbing up rocks and
stones to survey the country round before allowing the troop to
advance; and behind them follow the young males, and the mothers
with their children on their backs, shambling down till they reach the
fertile grounds, where sentinels are set to watch for danger, while the
multitude feed, filling their cheek-pouches and even storing the corn
under their armpits. Then when all are satisfied, if no alarm has been
given they wander slowly back, resting by the way to chew their food
or drink at some mountain stream, but never leaving the company till
they are safe back under the rocky ledges of the steep hillside, where
156
they make their home.
For these baboons, unlike other monkeys, live in hilly rocky places,
and not in forests, and therefore they are in much more danger from
wild beasts, especially the leopard, so that they rarely venture abroad
except in company, and lead an extremely gregarious life. Yet though
they run on all fours, and look less human than most monkeys, even
the lowest baboon, the Mandrill (easily known by the coloured
swellings on its cheeks and hind quarters), which has many points in
its skeleton like four-footed animals, has true thumbs on its hands and
toe-thumbs on its feet, and uses them to lift up stones to search for
scorpions and other insects; while the mother baboons dandle their
little ones, or give them a box on the ear when troublesome, in true
human fashion.
Moreover, they have developed great intelligence in their social
life, and the youngsters are soon taught to keep silence when danger
is near, to follow their leader, and to obey the sign of command; while,
in their turn, the leaders will defend the weak and feeble of the troop,
as in the well-known case of the brave old baboon who came down
alone in the face of the dogs to fetch away a little one only six months
old, which had been left behind crying for help.
Still, notwithstanding their cleverness and courage, these baboons,
with their long hind legs and dog-like faces, running on all fours,
travelling in troops, and feeding in the corn-fields and meadows,
remind us more of four-footed animals than any other of the monkey
tribe, and we must turn again to dense forests and tangled jungles to
find those large and tailless apes which have risen highest in monkey
life.
 If we go back in imagination to those days when the wild beasts of
the forests, the strong elephants and rhinoceroses, the fierce tigers,
lions, and leopards, had not yet been persecuted by man, but roamed
in great numbers over the whole tropical and temperate world, we can
easily imagine that a set of animals which could climb along the tops of
the lofty trees in impenetrable forests would have a great advantage,
even though elephants, rhinoceroses, and buffaloes were crashing
through the underwood below, and the fierce leopard was on the watch
for them when they ventured to descend. With their tree-loving life, the
monkeys would have every chance of escape, climbing along the
topmost boughs with wonderful rapidity, to find refuge in gloomy
recesses where they might bring up their young in safety. And as they
grew in strength and intelligence, gradually retiring to the thickly
wooded part of Southern Asia and tropical Africa, they might even
succeed in driving out their opponents, as the Gorilla is said to have
driven the elephant from the Gaboon country, because he interfered
with the trees which he makes his special home.
So we must go to such tangled virgin forests as those of Sumatra,
157
Borneo, and Malacca, to find the long-armed tailless Gibbons,
which once wandered over Europe, but now roam no further than
Southern Asia, where they swing themselves along from branch to
branch by means of their lengthy arms, which are so out of proportion
to their legs that when they stand upright they can touch the ground
with their knuckles. These gibbons are gentle creatures, with not too
much brain, but wonderfully elegant and agile, which is more than can
158
be said for the intelligent Orangutan or Mias which wanders in the
same forest. He has shorter arms, only reaching to the ankle, and he
climbs half upright from tree-top to tree-top, grasping the boughs and
swaying slowly onwards, or holds on by his toe-thumbs while he
stretches up to the more slender branches to gather the fruit and
young buds.
A strange object he looks, a great red, hairy, man-like creature,
between four and five feet high, thrusting his huge black face from out
of the dense foliage as he devours the Durian and Mangosteen fruits,
seated comfortably in a fork of the tree, and then if disturbed he is off
far more quickly than you would suppose possible for such a heavy
creature, running, climbing, and creeping half upright till he is lost in
the forest. He rarely comes down, except to shamble across some
open space from one wood to another, or to drink in the river, where
the natives say the crocodile attacks him, but he beats him and carries
off the victory; while in the trees his only enemy is the python, which
tries to encircle him in its coils. Nor does he often wander in company,
for Mr. Wallace tells us that he never saw a father and mother
orangutan together, though either of them may be seen with the young
ones. He seems to lead, on the whole, a solitary life, and when the sun
goes down retires into a nest of leaves low down in one of the trees,
and sleeps till it is broad daylight and the dew is dried off the leaves.
But, though the orangutan is both strong and cunning, he is not
nearly so human as the intelligent and docile Chimpanzee, which
shares with the fierce Gorilla the dense forests of palms, amomas, and
gigantic tropical trees of Africa, where the grass and brush grow fifteen
feet or more high, and the native man scarcely dares to venture for
fear of the man-like apes. In these endless African forests there is
quite a population of these wild creatures; bald-headed apes which
build bowers in the trees; the Soko, a kind of gorilla, which loves to
steal the native children, and always defends himself by biting off the
fingers or paws of his enemy; the true chimpanzee, so human in its
affection and its fun when it is caught and tamed; and the fierce gorilla,
between five and six feet high, which rules as master in Western Africa
near the equator.
Though each of these tailless apes has its own advantages, yet
the gorilla is, on the whole, most advanced and nearest to man in
structure. But his legs are still too short and thick, and his arms long,
reaching to his knee; and the large projections on the back of his neck
bones prevent him throwing his head well back, so that he stoops like
a hunchback, while his feet are twisted so that he treads on the outside
and not on the sole. His eye-teeth are huge, his eyes deeply sunken,
his jaws heavy and strong, but his brain is not one-half the size of that
of the lowest races of men, and though it has foldings very like those of
the human brain, these are larger and less complex. When he walks it
is not upright but on all fours, resting the knuckles of his hand on the
ground; but when he is in his natural home—the trees—then his long
strong arms and broad naked palmed hands grasp the boughs with
immense power, and pull his heavy body upwards as he climbs hand
over hand, his twisted toe-thumbed feet clutching the branches below
far better than a straight foot could do.

Fig. 66.

The Gorilla at home.

And so he lives with his wife and family in the thick solitary parts of
the West African forests, feeding only on fruits and leaves, so that his
stomach becomes large and heavy with the amount of food necessary
to nourish him. He is more sociable than the orangutan, for several will
travel together, but he asks for no shelter beyond the trees and the
nest of leaves, which is his home and the cradle of his young ones, nor
does he seem to attack other animals except in self-defence, and then
his gigantic strength and his formidable teeth are his chief weapons,
and woe betide the creature that comes within his grasp.
 It is strange to picture to ourselves these huge apes, living in the
depths of lonely forests and looking like human savages to those who
can catch a glimpse of them, so that the ancient Carthaginians landing
on the shores took them for “wild men” and “hairy women.” We know
very little of their daily life, for they are seldom seen except by those
who hunt them, and who have but little chance of watching their habits.
But all that we do know teaches us that in their rough way they have
developed into strangely man-like though savage creatures, while at
the same time they are so brutal and so limited in their intelligence that
we cannot but look upon them as degenerate animals, equal neither in
beauty, strength, discernment, nor in any of the nobler qualities, to the
faithful dog, the courageous lion, or the half-reasoning elephant.
TROPICAL EUROPE OF LONG AGO
 CHAPTER X.
THE LARGE MILK-GIVERS WHICH HAVE
CONQUERED THE WORLD BY STRENGTH AND
INTELLIGENCE.

If we now glance back in imagination over the almost endless variety

of creatures which we have met with since we started with the fish, we
must acknowledge that even if there were no other kinds than those
we have already mentioned, the world would be very full of different
living beings, and that to succeed in the struggle for life in the midst of
such a multitude, new forms must be endowed with great strength or
armed with specially effective weapons.
Such animals, however, we know were already in the field, for we
saw at the beginning of the last chapter that, together with the small
rodents, insect-eaters, and lemurs, there were two groups of much
larger animals, first the Herbivora or grass-feeders, including the
hoofed animals (Ungulata) and the elephants; and secondly, their great
enemies the Carnivora or flesh-feeders.
Now these two groups, on account of their size, strength, and
agility, have spread very widely over the earth, especially the grass-
feeders, for there is no part of the world which has not some
vegetable-feeding animal in it, if only a few green shoots grow there. It
is true the Rodents take some part of this green food, but then they are
small and insignificant compared to the large Rhinoceroses,
Elephants, Hippopotamuses, Oxen, Antelopes, Goats, Pigs and
Sheep, which roam over wide spaces, and are even less restricted
than the flesh-eating animals, for they live in the open air or the thick
jungle, never in caves and holes, and their young ones are born
wherever they may happen to be, and in a few hours run by their
mother’s side, so that young and old wander together wherever food
and shelter is to be found.
 And so we shall see that these vegetable-feeders have filled every
spot where they could possibly find a footing. In the regions of snow
and ice the reindeer in Europe, and the elk and musk-sheep in
America, rake the snow to uncover their scanty food, while the burning
deserts of North Africa and East Asia have bred their camels and wild
asses, and those of South Africa their quaggas. On the prairies of
America the bison, and on the plains of Asia the wild cattle, feed in
herds of thousands, while the zebra courses over the African hills. If
we look to the tops of mountains, to dangerous crags where the
merest tufts of grass are to be found, there we meet with the goats and
sheep in India and Asia, the chamois and ibex in Europe, the big-horn
sheep in the Rocky Mountains of America; or if we turn to the dense
forests and tropical jungles, there we find the giraffes in Africa, the
elephants, rhinoceroses, buffaloes, antelopes, and wild boars in Africa
and India, some feeding on the branches of the trees, some grazing on
the grasses and lower brushwood, and some digging up roots and
underground food. Only the rivers remain, and here too, in Africa, the
hippopotamus has taken possession, feeding on the water plants and
wallowing on the muddy banks.
In this way every available spot is used by one herbivorous animal
or another, and if we could only trace out their pedigree we should be
surprised to find how wonderfully each one has become fitted for the
special work it has to do. But three things they all require and have,
though they may arrive at them in different ways. The first of these is a
long face and freely moving under jaw, with large useful grinding teeth
to work up and chew the vegetable food; the second, a capacious
stomach to hold and digest green meat enough to nourish such bulky
bodies; and the third, good defensive weapons to protect themselves
against each other, and against wild beasts. Weapons of attack they
do not need, except for fighting among themselves; for being grass-
feeders they do not attack other creatures, and this is one of the great
differences between them and the flesh-feeding or carnivorous
animals.
We need not look far to see these three chief characters of the
vegetable-feeders in active work. Look at any horse as he grazes in
the meadow, and see how his under jaw works from side to side as
soon as he has a good mouthful. A peep into his mouth will show that
he is using broad flat back teeth to grind the grass to pulp (see Fig.
67), and he will go on eating all day without overfilling the large
stomach which lies within his barrel-shaped body. And as to his
defences, if he is vicious, he will soon show that his front teeth are
good weapons, while his hoofs will deal an ugly blow.
Then turn to the cow, quietly chewing the cud by his side; you will
find that she has no upper front teeth, but only a hardened gum, upon
which her under teeth bite as she crops the grass; but she too has
broad flat teeth behind, while within she has a stomach with four
compartments, and when she has filled one of these full of half-
chewed grass, she lies down, and with a slight hiccough returns a ball
of food to her mouth to be leisurely ground down. It is not difficult to
see that to animals, such as wild cattle, antelopes, goats, and sheep,
which often have to go far to seek their food, an arrangement of this
kind, by which they may store provender in a larder for quiet enjoyment
by-and-by, must be a great advantage. But the cow cannot defend
herself with her teeth since she has no upper ones in front; in their
stead she has strong horns which are quite as dangerous, so that an
angry bull is an enemy not pleasant to meet.
Lastly, there is another fierce vegetable-feeding animal almost as
dangerous as a bull, though we no longer come across him in
England; for the Wild Boar, as he still flourishes in the forests of
Germany, can inflict very ugly wounds with his lower eye-teeth which
grow out and project over his upper lip, forming large tusks.
So we see that while the vegetable-feeding animals have three
characters in common, namely, large flat grinders, a capacious
stomach, and defensive weapons, their defences, on the other hand,
may be of three different kinds, and they may depend upon horns,
hoofs, or teeth for protection.
Now in the beginning, when we first meet with the milk-givers,
these defences were not so complete in any of the vegetable-feeders
as they are now. Of the elephants alone it may perhaps be said that
159
they had large and formidable ancestors. As to the rest, the huge
hippopotamus and sharp-tusked boar were only represented by small
160
animals; and even later, when the hogs branched off in a line of
their own, they had at first only ordinary teeth, which did not grow out
as tusks.
So, too, the fierce horned rhinoceros had as an ancestor a
161
hornless tapir-like creature, and the graceful hoofed horse a little
162
creature no larger than a fox, with five separate toes on his feet.
Lastly, all the horned animals which chew the cud,—oxen, buffaloes,
antelopes, and deer,—were nowhere to be seen, and in their place
163
were only some small elegant creatures without horns.
It is only at a later period when the flesh-feeding animals grew
strong and dangerous, and the vegetable-feeders had to struggle for
their lives, that we begin to find the remains of hogs and
hippopotamuses with tusks, rhinoceroses with nose-bones, and fleet
horses which could take to their heels, or bite and kick their enemy to
death; of stags with antlers, ever increasing in size; and of bulls and
buffaloes, goats and antelopes, with true horns. For not only by this
time were they persecuted by the flesh-feeders, but they themselves
were becoming very numerous, and it was the strongest only that
could secure feeding-grounds or carry off wives.

* * * * *
It is very curious to see the different ways in which the three chief
lines of vegetable-feeders secured these advantages to themselves.
First, there were the hogs and hippopotamuses. The hogs did not grow
to any enormous size, but their thick skins were a great protection to
them, and their eye-teeth became their defence, growing out from the
lower, and sometimes from both jaws into huge tusks; while their
broad, round, flexible snouts served them to turn up the ground, and
so get at roots and underground fruits such as other grass-feeding
animals could not find; though at the same time they did not despise
snakes or toads, and have become omnivorous animals. And so they
have spread nearly all over the world; in Europe and Asia as wild hogs,
and their wives the sows; one peculiar form, the Babirusa, being found
only in Celebes; in Africa as large Wart-hogs, some as big as donkeys,
with two pair of strong tusks curling out of the mouth; while in South
America the family is represented by the small Peccaries, which travel
about in herds, and have no tusks to show; but which, nevertheless,
are bold and fearless, for they have within their lips short lancet-
shaped tusks, which inflict fearful wounds. Only in North America,
north of Texas, no wild creature of the hog family now lives, though in
ancient times there were plenty of them.

Fig. 67.

The Babirusa; the double-tusked hog of Celebes.

Meanwhile the warmth-loving hippopotamuses, the hog’s nearest

relations, with huge grinding teeth behind, sharp front teeth, and tusks
164
within their lips, took to a water-life in the Old World. When we look
at their immensely powerful bodies, and their short stout legs with four
strong hoof-covered toes, and learn how rapidly they can gallop on
land, and how furiously they charge an enemy in the water, snapping
their great jaws which will kill a large animal at one crunch, we do not
wonder that they can hold their own, especially as they always live in
herds. Yet large and powerful as they are, they have not spread far
over the earth, for though in past ages the hippopotamus swam in the
river Thames, and grazed and left his bones in the ground upon which
London streets now stand, yet after a time they crept down to warm
Africa, where they may now be seen lazily basking on the surface of
the Nile or of the river Zambesi by day, and making tracks by night into
the swamps and jungle to feed on the coarse rank grass. They are well
fitted for their life, for their thick naked skin, with pores which give out a
fatty oil, keeps them from chill in the water; their eyes are set well back
on their heads, so that as they float deep they can still look around,
and the slits of their nose, and the openings of their ears, can both be
closed and made water-tight when they dive, while their slow breathing
enables them to remain a long while under water.
The second line was that of the rhinoceroses, tapirs, and horses,
or the uneven-toed animals which have one or three toes on the hind
165
feet. They took to very different means of defence. The Tapirs,
large, heavy, and with enormously tough hides, seem to depend chiefly
upon their great strength for defence. Starting in warm times in the Old
World, they have wandered in their day nearly all over the globe, dying
out in later times, till now one kind is left solitary in Sumatra and
Malacca, and the remainder have found their way down to South
America, where they tear the branches from the trees with their short
movable snouts, and feed peaceably at night unless attacked, when
they make a furious rush at their enemy and conquer by sheer force.
The rhinoceros, the tapir’s nearest relation, is even better
defended; his skin is so thick and hard that in the Indian rhinoceros it
actually forms a kind of jointed armour; his skull is wonderfully strong,
and his nose is supported by thick bones, on the top of which are one
or two solid horns, which are formed by a modification of the hairs of
165
the skin growing matted together.
And now notice, just as we saw that the horned cow has no front
upper teeth, so too the rhinoceros, though his horn is of quite a
different kind, has in some cases lost his front teeth, which he does not
need, since he rushes with his horn at his enemy instead of biting. Like
the hippopotamus, the rhinoceros once wandered all over Europe and
Asia, and when the great cold came on, the woolly species which
roamed far north was often caught in the frost and snow of Northern
Asia, where his fleshy body has been found preserved in the ice. Now
he too has taken refuge in the warm parts of Asia and Africa, where he
either grazes on the plains or plucks the leaves from the trees in the
jungle with the fleshy flap of his upper lip.

Fig. 68.

Skeleton of a Wild Ass.

i, incisor teeth; g, grinding-teeth, with the gap between the two

sets as in all large grass-feeders; k, knee; h, heel; f, foot; t, middle
toe of three joints carrying the hoof; s, splint, or remains of one of
the two lost toes; e, elbow; w, wrist; h, hand-bone; 1, 2, 3, joints of
the middle toe.
 But of all the animals of this three-toed group the Horse has the
most interesting history, because we can read it most perfectly. The
only certainly original wild animals of the horse tribe now living are the
Zebras, Quaggas, and Asses of Asia and Africa; yet strange to say, it
166
was in America that this tribe began, for there we find that tiny pony
not bigger than a fox, with four horn-covered toes to his front feet (and
traces of a fifth) and three toes on his hind ones. Then, as ages went
on, we meet with forms, still in America, first with four toes on the front
foot, and then with only three toes on all the feet, and a splint in place
of the fourth on the front ones. In the next period they have travelled
into Europe, and there, as well as in America, we find larger animals
with only three toes of about equal size. One more step, and we find
the middle toe large and long, and covered with a strong hoof, while
the two small ones are lifted off the ground. Lastly, in the next forms
the two side toes became mere splints; and soon after, in America and
in Europe, well-built animals with true horse’s hoofs abounded, the one
large hoof covering the strong and broad middle toe. For what we call
a horse’s knee is really his wrist, and just below it we can still find
under the skin, those two small splints (sw) running down the bone of
the hand, while the long middle finger or toe, with its three joints (1, 2,
3), forms what we call the foot. It is by these small splints the horse still
167
reveals to us that he belongs to the three-toed animals.
Now while these changes in the toes were going on, the space
between the front teeth and eye-teeth gradually increased, till we arrive
at the large gap now seen in the horse and ass (see Fig. 67). The chief
bone of the fore arm (radius) increased in size, and the other bone
(ulna) became joined to it, and the same in the hind leg. The brain
increased in size mainly in the front part, and the body grew much
larger, improving in form and build, till the long, slender, flexible legs
became the perfection of running and galloping limbs such as we find
in the zebra of to-day, poised upon a strong jointed toe, with its last
joint broadened into a firm pad, and covered with a thick nail—the
hoof. We have only to compare the well-proportioned leg of a horse
with the thick, strong, clumsy leg of an elephant, to see, on the one
hand, what a shapely and beautiful limb it has become; while, on the
other hand, if we put it by the side of a giraffe’s leg, we must
acknowledge at once that it is a far stronger and more serviceable limb
than if it had gone to the other extreme. There can be no doubt that
when the horse arrived at this point of the strong single hoof and well-
shaped body, he had a wide range over the world, both Old and New;
but curiously enough, while in Asia and Africa the tribe branched out
into many forms, such as asses, quaggas and zebras, in America it
168
died out, so that till we found the fossil-forms, it was thought that no
horses had ever been there till they were brought by the Spaniards.
Meanwhile, in the Old World, they must have led as free and
joyous a life as those horses do now which have run wild in Tartary
and America, galloping, frolicking, feeding, and neighing to each other
with delight, as they roamed over the wide plains in troops of
thousands, for solitary wanderers they would soon have fallen a prey
to wolves or jaguars; and if the mothers wished to protect their foals
they had to learn to follow one leader and act together in time of
danger.

“A thousand horse, the wild, the free,

Like waves that follow o’er the sea,
Headed by one black mighty steed
Who seemed the patriarch of his breed,”

they grew accustomed, as generations passed on, to unite against

their common foes, placing the mares and their foals in the centre
when attacked, while the fathers met the enemy with hoofs and teeth.
And so they became intelligent and tractable even in their wild state, to
those of their own kind, and laid the foundation of those noble qualities
of which man now reaps the benefit.
But the horses were not the only group which combined in this way
for protection. The third great line of hoofed animals, those which have
“cloven” feet of two toes, and which “chew the cud,” have learnt many
a lesson of vigilance, fidelity, and affection, by their social habits.
Everyone has read of the herds of antelopes or deer, where the
sentinels stand faithfully watching while their companions feed, and
stamp or whistle when danger is near; while in the herds of wild cattle,
not only will the mothers keep a watchful look-out for danger, but the