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2019

A Concise Workbook for College Algebra 2nd Edition

Fei Ye
CUNY Queensborough Community College

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A Concise Workbook for College Algebra

Fei Ye

Department of Mathematics and Computer Science

Queensborough Community College - CUNY

September 29, 2019

Version 2.0
Dr. Fei Ye
Department of Mathematics and Computer Science
Queensborough Community College of CUNY
222-05 56th Street, Bayside, NY, 11364
email: [email protected]

A Concise Workbook for College Algebra

©2019 Fei Ye

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
 Preface to the First Edition

This workbook mainly grew out of the author’s worksheets for the college algebra course (MAD-119) at QCC of
CUNY. It is intended to give a concise introduction to College Algebra.
In teaching College Algebra, I feel strongly that instructors should emphasize more the depth of reasoning and
understanding rather than multitudes of approaches to similar types of questions. If you think carefully, whenever
you choose an approach to solve a problem, there is always a reason. Students should learn why an approach works
instead of simply following the procedure which in nowadays can be done by computers.
Motivated by the above thought, in this concise workbook, we try to expose only key concepts and ideas, which
will save time for practicing and reinforcing critical thinking skills which include observing patterns, identifying
and analyzing problems, making logic connections, determining problem-solving strategies, and solving problems
systematically.
For example, only the method of undetermined coefficient was introduced for factoring trinomials in this book. To
factor the trinomial Ax 2 + Bx + C , where A, B and C are integers, we may use trial-and-error method to find
integers m, n, p and q such that mn = A, pq = C and mq + np = B . In practice, we first factor A and C , and
then use the following diagram to check if mq + np = B holds.
A = mn C = pq
m p
n q
?
np + mq =B

This method is based on the observation that Ax 2 + Bx + C can be factored into (mx + p)(nx + q). Indeed,
observing and making logic connections are very effective in problem-solving.
Topics are contained in 25 lessons. Each lesson corresponds to roughly one class meeting. A lesson starts with a
page on concepts, formulas and examples, and ends with exercises that students are expected to complete in class.
We would like to thank our colleagues and students for their feedback and support during the development of this
project. In particular, we would like to thank Joseph Bertorelli, Beata Ewa Carvajal, Kwai Chiu, Lixu Li, Wenjian
Liu, Nam Jong Moh, Tian Ren, Kostas Stroumbakis, Evelyn Tam, and Haishen Yao for their encouragement, support,
and feedback.
Fei Ye
Fall 2018

Preface to the Second Edition

Effective practice is the key for success. Focusing on key ideas, frequently used problem solving strategies and
necessary knowledge is the best way to practice effectively.
In this second edition, more examples and exercises are provided. Some frequently used problem solving strategies
and ideas are summarized as tips.
In algebra, problem solving is meaningful, for each step you take, there is always a reason. I hope that you will agree
with me and enjoy thinking and understanding the powerful ideas hidden in algebraic problem solving.
Fei Ye
Fall 2019
 Contents

1 Linear Inequalities 1

2 Absolute Value Equations 7

3 Properties of Integral Exponents 10

4 Introduction to Functions 14

5 Linear functions 18

6 Perpendicular and Parallel Lines 22

7 Systems of Linear Equations 26

8 Factoring Review 30

9 Solve Quadratic Equations by Factoring 33

10 Multiply or Divide Rational Expressions 41

11 Add or Subtract Rational Expressions 44

12 Complex Rational Expressions 48

13 Rational Equations 51

14 Radical Expressions: Concepts and Properties 54

15 Algebra of Radicals 59

16 Solve Radical Equations 63

17 Complex Numbers 67

18 Complete the Square 70

19 Quadratic Formula 73

20 Quadratic Functions 77

21 Rational and Radical Functions 81

22 Exponential Functions 83

23 Logarithmic Functions 86

24 Properties of Logarithms 89

25 Exponential and Logarithmic Equations 92

 Lesson 1 Linear Inequalities

Properties of Inequalities An inequality defines a relationship between two expressions. The following properties
show when the inequality relationship is preserved or reversed.
Property Example
The additive property
If a < b, then a + c < b + c , for any real number c . If x + 3 < 5, then x + 3 − 3 < 5 − 3. Simplifying
If a < b, then a − c < b − c , for any real number c . both sides, we get x < 2.

The positive multiplication property

2x 4
If a < b and c is positive, then ac < bc . If 2x < 4, then 2 < 2 . Simplifying both sides,
If a < b and c is positive, then ac < bc . we get x < 2.

The negative multiplication property

If a < b and c is negative, then ac > bc . If 1 < 2, then −2 = 1 · (−2) > 2 · (−2) = −4.
4
If a < b and c is negative, then ac > bc . If −2x < 4, then −2x
−2 > −2 . Simplifying both
sides, we get x > 2.

Note These properties also apply to a ≤ b, a > b and a ≥ b.
 Tips It’s always better to view a − c as a + (−c). Because addition has the commutative property.

Compound Inequalities A compound inequality is formed by two inequalities with the word “and” or the word
“or”. For examples, the following are three commonly seen type compound inequalities:
x − 1 > 2 and 2x + 1 < 3,
3x − 5 < 4 or 3x − 2 > 10,
2x − 4
−3 ≤ < 2.
3
2x−4 2x−4
The third compound inequality is simplified expression for the compound inequality −3 ≤ 3 and 3 < 2.
Interval Notations Solutions to an inequality normally form an interval which has boundaries and should reflect
inequality signs. Depending on the form of an inequality, we may a single interval and a union of intervals. For
example, suppose a < b, we have the following equivalent representations of inequalities.

x<a x≥b a≤x<b x ≤ a or x > b

a b a b a b

(−∞, a) [b, ∞) [a, b) (−∞, a] ∪ (b, ∞)

 Tips Think backward. To solve a problem, knowing what to expect helps you narrow down the gap
step by step by comparing the goal and your achievement.
An inequality (equation) is solved if the unknown variable is isolated. That’s what to be expected.
To isolate the unknown variable, you use comparisons to determine what mathematical operations
should be applied. When an operation is applied to one side, the same operation should also be
applied to the other side. For inequalities, we also need to determine whether the inequality sign
should be preserved or reversed according to the operation.
Lesson 1 Linear Inequalities – 2/96 –

Example 1.1 Solve the linear inequality Example 1.2 Solve the linear inequality
2x + 4 > 0. −3x − 4 < 2.

Solution Solution
2x + 4 > 0 −3x − 4 < 2
add −4 2x > −4 add 4 −3x < 6
divide by 2 x > −2 divide by −3 and switch x > −2
The solution set is (−2, ∞). The solution set is (−2, +∞).
Example 1.3 Solve the compound linear inequality Example 1.4 Solve the compound linear inequality
x + 2 < 3 and − 2x − 3 < 1. −x + 4 > 2 or 2x − 5 ≥ −3.

Solution Solution
x+2<3 and −2x − 3 < 1 −x + 4 > 2 or 2x − 5 ≥ −3
x<1 −2x < 4 −x > −2 2x ≥ 2
x<1 and x > −2 x<2 or x≥1
That is −2 < x < 1. The solution set is (−2, 1). That is x ≥ 1 or x < 2. The solution set is (−∞, +∞).
Example 1.5 Solve the compound linear inequality Example 1.6 Solve the compound linear inequality
2x − 4 −3x + 4
−4 ≤ < 2. −1 ≤ < 3.
3 2
Solution Solution
2x − 4 −3x + 4
−4 ≤ <2 −1 ≤ <3
3 2
−12 ≤ 2x − 4 < 6 −2 ≤ −3x + 4 < 6

−8 ≤ 2x < 10 −6 ≤ −3x <2

2
−4 ≤ x <5 2≥ x >−
3
The solution set is [−4, 5). The solution set is (− 23 , 2].
Example 1.7 Suppose that −1 ≤ x < 2. Find the range of 5 − 3x . Write your answer in interval notation.
Solution To get 5 − 3x from x , we need first multiply x be −3 and then add 5.
−1 ≤ x <2
3 ≥ −3x > −6
8 ≥ 5 − 3x > −1
The range of 5 − 3x is (−1, 8].
 Lesson 1 Linear Inequalities – 3/96 –

 Exercise 1.1 Solve the linear inequality. Write your answer in interval notation.
(1) 3x + 7 ≤ 1 (2) 2x − 3 > 1

1.1 (2) (2, +∞) 1.1 (1) (−∞, −2]

 Exercise 1.2 Solve the linear inequality. Write your answer in interval notation.
(1) 4x + 7 > 2x − 3 (2) 3 − 2x ≤ x − 6

1.2 (2) [3, +∞) 1.2 (1) (−5, +∞)

 Exercise 1.3 Solve the compound linear inequality. Write your answer in interval notation.
(1) 3x + 2 > −1 and 2x − 7 ≤ 1 (2) 4x − 7 < 5 and 5x − 2 ≥ 3

1.3 (2) [1, 3) 1.3 (1) (−1, 4]

 Lesson 1 Linear Inequalities – 4/96 –

 Exercise 1.4 Solve the compound linear inequality. Write your answer in interval notation.
(1) −4 ≤ 3x + 5 < 11 (2) 7 ≥ 2x − 3 ≥ −7

1.4 (2) [−2, 5] 1.4 (1) [−3, 2)

 Exercise 1.5 Solve the compound linear inequality. Write your answer in interval notation.
(1) 3x − 5 > −2 or 10 − 2x ≤ 4 (2) 2x + 7 < 5 or 3x − 8 ≥ x − 2

1.5 (2) (−∞, −1) ∪ [3, +∞) 1.5 (1) (1, +∞)

 Exercise 1.6 Solve the compound linear inequality. Write your answer in interval notation.
2x − 5 3x + 7
(1) −2 ≤ <3 (2) −1 < ≤4
3 2

1.6 (2) (−3, 31 ] 1.6 (1) [− 21 , 7)

 Lesson 1 Linear Inequalities – 5/96 –

 Exercise 1.7 Solve the linear inequality. Write your answer in interval notation.
1 1
x + 1 < (2x − 3) − 1
3 2

4 , +∞)
1.7 ( 21

 Exercise 1.8 Solve the compound linear inequality. Write your answer in interval notation.
2 x+1
0≤ − <1
5 3

5 , 5 ).
1.8 ( −14 1

 Exercise 1.9 Suppose 0 < x ≤ 1. Find the range of −2x + 1. Write your answer in interval notation.

1.9 [−1, 1).

 Lesson 1 Linear Inequalities – 6/96 –

 Exercise 1.10 Suppose that x + 2y = 1 and 1 ≤ x < 3. Find the range of y . Write your answer in interval
notation.

1.10 [0, 1).

 Exercise 1.11 A toy store has a promotion “Buy one get the second one half price" on a certain popular toy. The
sale price of the toy is $20 each. Suppose the store makes more profit when you buy two. What do you think the
store’s purchasing price of the toy is?

1.11 Less than $10.

 Lesson 2 Absolute Value Equations

Properties of Absolute Values The absolute value of a real number a, denoted by |a|, is the distance from 0
to a on the number line. In particular, |a| is always greater than or equal to 0, that is |a| ≥ 0. Absolute values
satisfy the following properties:
a |a|
| − a| = |a|, |ab| = |a||b| and = .
b |b|
Absolute Value Equation An absolute value equation may be rewritten as |X| = c , where X represents an
algebraic expression.
If c is positive, then the equation |X| = c is equivalent to X = c or X = −c .
If c is negative, then the solution set of |X| = c is empty. An empty set is denoted by ∅.
More generally, |X| = |Y | is equivalent to X = Y or X = −Y .
Example 2.1 Solve the equation Example 2.2 Solve the equation
|2x − 3| = 7. |2x − 1| − 3 = 8.
Solution The equation is equivalent to Solution Rewrite the equation into |X| = c form.
2x − 3 = −7 or 2x − 3 = 7 |2x − 1| = 11
2x = −4 2x = 10 Solve the equation.
2x − 1 = −11 or 2x − 1 = 11
x = −2 or x=5
The solutions are x = −2 or x = 5. In set-builder 2x = −10 2x = 12
notation, the solution set is {−2, 5}. x = −5 or x=6
The solutions are x = −5 or x = 6. In set-builder
notation, the solution set is {−5, 6}.
Example 2.3 Solve the equation Example 2.4 Solve the equation
3|2x − 5| = 9. 2|1 − 2x| − 3 = 7.
Solution Rewrite the equation into |X| = c form. Solution Rewrite the equation into |X| = c form.
|2x − 5| = 3 |2x − 1| = 5
Solve the equation. Solve the equation.
2x − 5 = −3 or 2x − 5 = 3 2x − 1 = −5 or 2x − 1 = 5
2x = 2 2x = 8 2x = −4 2x = 6
x=1 or x=4 x = −2 or x=3
The solutions are x = 1 or x = 4. In set-builder notation, The solutions are x = −2 or x = 3. In set-builder
the solution set is {1, 4}. notation, the solution set is {−2, 3}.
Example 2.5 Solve the equation Example 2.6 Solve the equation
|3x − 2| = |x + 2|. 2|1 − x| = |2x + 10|.
Solution Note that two numbers have the same absolute Solution Since 2 is positive, 2|1 − x| = |2||1 − x| =
value only if they are the same or opposite to each other. |2 − 2x|. Moreover, because | − X| = |X|, the equation
Then the equation is equivalent to is equivalent to
3x − 2 = x + 2 or 3x − 2 = −(x + 2) |2x − 2| = |2x + 10|
2x = 4 4x = 0 2x − 2 = 2x + 10 or 2x − 2 = −(2x + 10)
x=2 or x=0 −2 = 10 or 4x = −8
The solutions are x = 2 and x = 0. In set-builder x = −2
notation, the solution set is {0, 2}. The original equation only has one solution x = −2. In
set-builder notation, the solution set is {−2}.
 Lesson 2 Absolute Value Equations – 8/96 –

 Exercise 2.1 Find the solution set for the equation.

3x − 9
(1) |2x − 1| = 5 (2) =3
2

2.1 (2) {1, 5} 2.1 (1) {−2, 3}

 Exercise 2.2 Find the solution set for the equation.

(1) |3x − 6| + 4 = 13 (2) 3|2x − 5| = 9

2.2 (2) {1, 4} 2.2 (1) {−1, 5}

 Exercise 2.3 Find the solution set for the equation.

(1) |5x − 10| + 6 = 6 (2) −3|3x − 11| = 5

2.3 (2) ∅ 2.3 (1) {2}

 Lesson 2 Absolute Value Equations – 9/96 –

 Exercise 2.4 Find the solution set for the equation.

(1) 3|5x − 2| − 4 = 8 (2) −2|3x + 1| + 5 = −3

2.4 (2) {− 35 , 1} 2.4 (1) {− 25 , 65 }

 Exercise 2.5 Find the solution set for the equation.

(1) |5x − 12| = |3x − 4| (2) |x − 1| = −5|(2 − x) − 1|

2.5 (2) {1} 2.5 (1) {2, 4}

 Exercise 2.6 Find the solution set for the equation.

(1) |2x − 1| = 5 − x (2) −2x = |x + 3|

2.6 (2) {−1} 2.6 (1) {−4, 2}

 Lesson 3 Properties of Integral Exponents

Properties of Exponents For an integer n, and an expression x , the mathematical operation of the n-times
repeated multiplication of x is call exponentiation, written as x n , that is,
š
xn = x · x · · · x .
n factors of x
In the notation x n , n is called the exponent, x is called the base, and x n is called the power, read as “x raised to
the n-th power", “x to the n-th power", “x to the n-th", “x to the power of n" or “x to the n".
1. The product rule Example:
x m · x n = x m+n . 2x 2 · (−3x 3 ) = −6x 5 .
2. The quotient rule (for x ≠ 0.) Example:
x m−n if m is greater than 15x 5 −3x 2 1

= 3x 3 , =−

xm or equal to n. 5x 2 3

6x 2x

=
xn 1
if m is less than n.




x n−m
3. The zero exponent rule (for x ≠ 0.) Example:
0
x = 1. (−2)0 = 1, −x 0 = −1
4. The negative exponent rule (for x ≠ 0.) Example:
1 1 n 1 1 x −2 x3
x −n
= n and =x . (−2)−3 = =− , = = x.
x x −n (−2)3 8 x −3 x2
5. The power to a power rule: Example:
a b ab 3 3
(x ) = x . (22 ) = 26 = 64, (x 2 ) = x 6 .
6. The product raised to a power rule: Example:
n
(xy) = x y . n n
(−2x)2 = (−2)2 x 2 = 4x 2
7. The quotient raised to a power rule (for y ≠ 0.) Example:
!n 3
x x3 x3

x xn = = − .
= . −2 (−2)3 8
y yn
Order of Basic Mathematical Operations In mathematics, the order of operations reflects conventions about
which procedure should be performed first. There are four levels (from the highest to the lowest):
Parenthesis; Exponentiation; Multiplication and Division; Addition and Subtraction.
Within the same level, the convention is to perform from the left to the right.
Example 3.1 Simplify. Write with positive exponents.
!−4
2y −2 z−5
.
4x −3 y 6

Solution !−4 !−4 !4

2y −2 z−5 x3 2z5 y 8 24 (z5 )4 (y 8 )4 16y 32 z20
= = = = .
4x −3 y 6 2z5 y 8 x3 (x 3 )4 x 12

 Tips Simplify (at least partially) the problem first.

To avoid mistakes when working with negative exponents, it’s better to apply the negative exponent
rule to change negative exponents to positive exponents and simplify the base first.
 Lesson 3 Properties of Integral Exponents – 11/96 –

 Exercise 3.1 Simplify. Write with positive exponents.

4y 3 z0
(1) (3a2 b3 c 2 )(4abc 2 )(2b2 c 3 ) (2) (3) (−2)−3
x2y 2

3.1 (3) − 81 x2 3.1 (2) 3.1 (1) 24a3 b6 c 7

4y

 Exercise 3.2 Simplify. Write with positive exponents.

−u0 v 15 m5 n2
(1) (2) (−2a3 b2 c 0 )3 (3)
v 16 (mn)3

n 3.2 (3) 3.2 (2) −8a9 b6 3.2 (1) − v1

m2
 Lesson 3 Properties of Integral Exponents – 12/96 –

 Exercise 3.3 Simplify. Write with positive exponents.

3
−x 0 y 3 3−2 a−3 b5

(1) (−3a2 x 3 )−2 (2) (3)
2wz2 x −3 y −4

9a3 3.3 (3) 3.3 (2) − 8w 3 z6 9a4 x 6

1
3.3 (1)
b5 x 3 y 4 y9

 Exercise 3.4 Simplify. Write with positive exponents.

! −3

3 6x −2 y 5 (3x 2 y −1 )−3 (2x −3 y 2 )−1
(1) −x −1 (−y)2 (2) (3)
2y −3 z−11 (x 6 y −5 )−2

54y 9 3.4 (3) 27y 24 z33 3.4 (2) 3.4 (1) − x 3

x9 x6 y6
 Lesson 3 Properties of Integral Exponents – 13/96 –

 Exercise 3.5 A pizza shop offer 12-inches pizza and 8-inches pizza at the price $12 and $6 respectively. With $12,
would you like to order one 12-inches and two 8-inches. Please explain.

3.5 12-inches pizza is better. Because the total area is bigger.

 Exercise 3.6 A store has large size and small size watermelons. A large one cost $4 and a small one $1. The
circumference of a larger watermelon is approximately twice of the circumference of a smaller one. Which size of
watermelons is cheaper if it was sold by weight?

3.6 The larger one. Because the volume is 8 times larger.

 Lesson 4 Introduction to Functions

Functions as Relations A relation is a set of ordered pairs. The set of all first components of the ordered pairs is
called the domain. The set of all second components of the ordered pairs is called the range.
A function is a relation such that each element in the domain corresponds to exactly one element in the range.
Functions as Equations and Function Notation For a function, we usually use the variable x to represent
an element from the domain and call it the independent variable. The variable y is used to represent the value
corresponding to x and is called the dependent variable. We say y is a function of x . When we consider several
functions together, to distinguish them we named functions by a letter such as f , g , or F . The notation f (x), read
as “f of x ” or “f at x ”, represents the output of the function f when the input is x . To find the value of a function
at a given number, we substitute the independent variable x by the given number and then evaluate the expression.
We call the procedure evaluating a function.
Example 4.1 Find the indicated function value.
(1) f (−2), f (x) = 2x + 1 (2) g(2), g(x) = 3x 2 − 10 (3) h(a − t), h(x) = 3x + 5.
Solution
(1) f (−2) = 2 · (−2) + 1 = −4 + 1 = −3.
(2) g(−2) = 3 · (22 ) − 10 = 3 · 4 − 10 = 12 − 10 = 2.
(3) h(a − t) = 3 · (a − t) + 5 = 3a − 3t + 5.

Functions as Graphs The graph of a function is the graph of its ordered pairs. A graph of ordered pairs (x, y)
in the rectangular system defines y as a function of x if any vertical line crosses the graph at most once. This test is
called the vertical line test.
Domain and Range The domain of a graph is the set of all inputs (x -coordinates). The range of a graph is the
set of all outputs (y -coordinates). To find the domain of a graph, we look for the left and the right endpoints. To
find the range of a graph, we look for the highest and the lowest positioned points.
Example 4.2 Use the graph on the right to answer the following questions.
(1) Determine whether the graph is a function and ex- 4 y

plain your answer. 3

(2) Find the domain (in interval notation) of the graph.

2
(3) Find the range (in interval notation) of the graph.
(4) Find the interval where the graph is above 2. 1

(5) Find the interval where the graph is is decreasing. x

−3 −2 −1 1 2 3 4
(6) Find the extrema if they exist. −1

(7) Find the value of x such that (x, 0) is on the graph.

−2

−3
Solution
(1) The graph is a function. Because every vertical line crosses the graph at most once.
(2) The graph has the left endpoint at (−2, −2) and but no right endpoint. So the domain is [−2, +∞).
(3) The graph has a lowest positioned point (−2, −2) but no highest positioned point. So the range is [−2, +∞).
(4) The graph is above 2 over the interval (3, ∞).
(5) The graph is decreasing over the interval (1, 2).
(6) The graph has minima at (−2, 1) and (2, 1).
(7) The point (x, 0) is on the x -axis. If x = −0.5, then it will be on the graph.
 Lesson 4 Introduction to Functions – 15/96 –

 Exercise 4.1 Find the indicated function values for the functions f (x) = −x 2 + x − 1 and g(x) = 2x − 1.
Simplify your answer.
(1) f (2) (2) f (−x) (3) g(−1) (4) g(f (1))

4.1 (4) g(f (1)) = −3 4.1 (3) g(−1) = −3 4.1 (2) f (−x) = −x 2 − x − 1 4.1 (1) f (2) = −3

 Exercise 4.2 Suppose g(x) = −3x + 1.

g(4) − g(1) g(x + h) − g(x)
(1) Compute (2) Compute
4−1 h

4.2 (2) -3 4.2 (1) -3

 Exercise 4.3 Suppose the domain of the linear function l(x) = 1 − 2x is (0, 1). Find the range of the function.

4.3 (−1, 1).

 Lesson 4 Introduction to Functions – 16/96 –

 Exercise 4.4 Use the graph shown on the right to answer the following questions.
(1) Determine whether the graph is a function and ex- 4 y

plain your answer. 3

(2) Find the domain of the graph (write the domain in

2
interval notation).
(3) Find the range of the graph (write the range in 1

interval notation). x
−4 −3 −2 −1 1 2 3 4
(4) Find the interval where the graph is above the x -axis.
−1
(5) Find all points where the graph reaches a maximum
or a minimum. −2

(6) Find the values of the x -coordinate of all points on −3

the graph whose y -coordinate is 1.

−4

4.4 (6) x = 0 4.4 (5) (1, 2) 4.4 (4) (1, 1) 4.4 (3) (−∞, 2) 4.4 (2) (−∞, 2] 4.4 (1) Yes

 Exercise 4.5 Use the graph of a function f shown on the right to answer the following questions.
(1) Find the y -intercept. 3 y

f (3) − f (0)
(2) Find the value .
3 2

(3) Find the values x such that f (x) = 0.

(4) Find the solution to the inequality f (x) > 0. Write 1

in interval notation.
x
−4 −3 −2 −1 1 2 3 4

−1

−2

−3

4.5 (−2, 1) ∪ (3, ∞). 4.5 {−2, 1, 3} 4.5 − 23 4.5 (0, 2)

 Lesson 4 Introduction to Functions – 17/96 –

 Exercise 4.6 Today Matt drove from home to school in 30 minutes. He spent 6 minutes on local streets before
driving on the highway and 4 minutes on local streets towards school after getting off the highway. On local streets,
his average speed is 30 miles per hour. On the highway, his average speed is 60 miles per hours.
(1) Write the distance d (in miles) he drove as a function of the time t (in minutes)?
(2) After 15 minutes, where was he and how far did he drive?
(3) How far did he drive from home to school?

if 26 < t ≤ 30 2
 1 (t − 26) + 23


(t − 6) + 3
4.6 (3) 25 miles 4.6 (2) 12 miles if 6 < t ≤ 26 4.6 (1) d =

2t
if 0 ≤ t ≤ 6 
1

 Lesson 5 Linear functions

The Slope-Intercept Form Equation The slope of a line measures the steepness, in other words, “rise” over
“run”, or rate of change of the line. Using the rectangular coordinate system, the slope m of a line is defined as
y2 − y1 rise change in the output y
m= = = ,
x2 − x1 run change in the input x
where (x1 , y1 ) and (x2 , y2 ) are any two distinct points on the line. If the line intersects the y -axis at the point
(0, b), then a point (x, y) is on the line if and only if
y = mx + b.
This equation is called the slope-intercept form of the line.
Point-Slope Form Equation of a Line Suppose a line passing through the point (x0 , y0 ) has the slope m.
Solving from the slope formula, we see that any point (x, y) on the line satisfies the equation equation
y = m(x − x0 ) + y0
which is called the point-slope form equation.
Linear Function A linear function f is a function whose graph is a line. An equation for f can be written as
f (x) = mx + b
where m is the slope and b = f (0).
A function f is a linear function if the following equalities hold
f (x2 ) − f (x1 ) f (x3 ) − f (x1 )
=
x2 − x1 x3 − x1
for any three distinct points (x1 , y1 ), (x2 , y2 ) and (x3 , y3 ) on the graph of f .
How to Write an Equation for a Linear Function?
Example 5.1 Find the slope-intercept form equation for the linear function f such that f (2) = 5 and f (−1) = 2.
Solution
Step 1. Find the slope m: m = f (2)−f (−1)
2−(−1)
5−2
= 2−(−1) = 33 = 1.
Step 2. Plug one of the points, say (2, 5) in the point-slope form equation, we get y = 1 · (x − 2) + 5
Step 3. Simplify the above equation, we get the slope-intercept form equation f (x) = x + 3.

Graph a Linear Function by Plotting Points

Example 5.2 Sketch the graph of the linear function f (x) = − 21 x + 1.
Solution
Method 1: Get points by evaluating f (x). Method 2: Get points by raise and run.
Step 1. Choose two or more input values, e.g. x = 0 Step 1. Plot the y -intercept (0, f (0)) = (0, 1).
and x = 2. Step 2. Use rise 1
run = − 2 to get one or more points, e.g,
Step 2. Evaluate f (x): f (0) = 1 and f (2) = 0. we will get (−2, 2) by taking rise = 1 and run = −2, i.e.
Step 3. Plot the points (0, 1) and (2, 0) and draw a move up 1 unit, then move to the right 2 units.
line through them. Step 3. Plot the points (0, 1) and (−2, 2) and draw a
line through them.
y y

run=-2
2 2

rise=1
1 1

x x

−3 −2 −1 1 2 3 −3 −2 −1 1 2 3
 Lesson 5 Linear functions – 19/96 –

 Exercise 5.1 Find the slope of the line passing through

(1) (3, 5) and (−1, 1) (2) (−2, 4) and (5, −2).

5.1 (2) m = − 67 5.1 (1) m = 1

 Exercise 5.2 Find the point-slope form equation of the line with slope 5 that passes though (−2, 1).

5.2 y = 5(x + 2) + 1
 Exercise 5.3 Find the point-slope form equation of the line passing thought (3, −2) and (1, 4).

5.3 y = −3(x − 1) + 4
 Lesson 5 Linear functions – 20/96 –

 Exercise 5.4 Find the slope-intercept form equation of the line passing through (6, 3) and (2, 5).

5.4 y = − 21 x + 6
 Exercise 5.5 Determine whether the linear functions f (x) and h(x) with the following values f (−2) = −4
f (0) = h(0) = 2 and h(2) = 8 define the same function. Explain your answer.

5.5 Yes. Because f (x) = 3x + 2 and g(x) = 3x + 2.

 Exercise 5.6 Suppose the points (5, −1) and (2, 5) are on the graph of a linear function f . Find f (−3).

5.6 f (−3) = 15.

 Lesson 5 Linear functions – 21/96 –

 Exercise 5.7 Graph the function.

(1) f (x) = −x + 1 (2) f (x) = 21 x − 1
5 y 5 y

4 4

3 3

2 2

1 1

x x

−5 −4 −3 −2 −1 1 2 3 4 5 −5 −4 −3 −2 −1 1 2 3 4 5

−1 −1

−2 −2

−3 −3

−4 −4

−5 −5

 Exercise 5.8 A storage rental company charges a base fee of $15 and $x per day for a small cube. Suppose the cost
is $20 dollars for 10 days.
(1) Write the cost y (in dollars) as a linear function of the number of days x .
(2) How much would it cost to rent a small cube for a whole summer (June, July and August)?

5.8 (2) $61. 5.8 (1) y = 0.5x + 15.

 Lesson 6 Perpendicular and Parallel Lines

Horizontal and Vertical Lines A horizontal line is defined by an equation y = b. The slope of a horizontal
line is simply zero. A vertical line is defined by an equation x = a. The slope of a vertical line is undefined.
A vertical line gives an example that a graph is not a function of x . Indeed, the vertical line test fails for a vertical
line.
Explicit Function When studying functions, we prefer a clearly expressed function rule. For example, in
f (x) = − 23 x + 1, the expression − 23 x + 1 clearly tells us how to produce outputs. For a function f defined by an
equation, for instance, 2x + 3y = 3, to find the function rule (that is an expression), we simply solve the given
equation for y .
2x + 3y = 3
3y = −2x + 3
2
y = − x + 1.
3
Now, we get f (x) = − 23 x + 1.
Perpendicular and Parallel Lines Any two vertical lines are parallel. Two non-vertical lines are parallel if
and only if they have the same slope.
A line that is parallel to the line y = mx + a has an equation y = mx + b, where a ≠ b.
Horizontal lines are perpendicular to vertical lines. Two non-vertical lines are perpendicular if and only if the
product of their slopes is −1.
1
A line that is perpendicular to the line y = mx + a has an equation y = − m x + b.
Finding Equations for Perpendicular or Parallel Lines
Example 6.1 Find an equation of the line that is parallel to the line 4x + 2y = 1 and passes through the point
(−3, 1).
Solution
Step 1. Find the slope m of the original line from the slope-intercept form equation by solving for y . y = −2x + 21 .
So m = −2.
Step 2. Find the slope mk of the parallel line.
mk = m = −2.
Step 3. Use the point-slope form.
y − 1 = −2(x + 3)
y = −2x − 5.

Example 6.2 Find an equation of the line that is perpendicular to the line 4x − 2y = 1 and passes through the
point (−2, 3).
Solution
Step 1. Find the slope m of the original line from the slope-intercept form equation by solving for y . y = 2x − 21 .
So m = 2.
Step 2. Find the slope m⊥ of the perpendicular line.
1
m⊥ = − m = − 21 .
Step 3. Use the point-slope form.
1
y − 3 = − (x + 2)
2
1
y = − x + 2.
2
 Lesson 6 Perpendicular and Parallel Lines – 23/96 –

 Exercise 6.1 Find an equation for each of the following two lines which pass through the same point (−1, 2).
(1) The vertical line. (2) The horizontal line.

6.1 (2) y = 2 6.1 (1) x = −1

 Exercise 6.2 Line L is defined by the equation 2x − 5y = −3. What is the slope mk of the line that is parallel to
the line L? What is the slope m⊥ of the line that is perpendicular to the line L.

m⊥ = − 25 5
2
6.2 mk =
 Exercise 6.3 Line L1 is defined by 3y + 5x = 7. Line L2 passes through (−1, −3) and (4, −8). Determine
whether L1 and L2 are parallel, perpendicular or neither.

6.3 neither
 Lesson 6 Perpendicular and Parallel Lines – 24/96 –

 Exercise 6.4 Find the point-slope form and then the slope-intercept form equations of the line parallel to 3x − y = 4
and passing through the point (2, −3).

y = 3x − 9 6.4 y = 3(x − 2) − 3
 Exercise 6.5 Find the slope-intercept form equation of the line that is perpendicular to 4y − 2x + 3 = 0 and
passing through the point (2, −5)

6.5 y = −2x − 1
 Exercise 6.6 The line L1 is defined Ax + By = 3. The line L2 is defined by the equation Ax + By = 2. The line
L3 is defined by Bx − Ay = 1. Determine whether L1 , L2 and L3 are parallel or perpendicular to each other.

6.6 L1 k L2 ⊥ L3 .
 Lesson 6 Perpendicular and Parallel Lines – 25/96 –

 Exercise 6.7 Use the graph of the line L to answer the following questions
(1) Find an equation for the line L. y
4
(2) Find an equation for the line L⊥ perpendicular to L
and passing through (1, 1). 3

(3) Find an equation for the line Lk parallel to L and 2

passing through (−2, −1).

1

−4 −3 −2 −1 1 2 3 4 x

−1

−2

−3

−4

6.7 (3) y = − 21 x − 2 6.7 (2) y = 2x − 1 6.7 (1) y = − 21 x + 1.

 Exercise 6.8 Determine whether the points (−3, 1), (−2, 6), (3, 5) and (2, 0) form a square. Please explain your
conclusion.

6.8 The points form a square. Because the rise and the run for each side up to a sign and a switch are the same.
 Lesson 7 Systems of Linear Equations

Methods to solve a linear systems A system of linear equations of two variables consists of two equations. A
solution of a system of linear equations of two variables is an ordered pair that satisfies both equations.
Two methods to solve a linear system are the substitution method and the elimination method. The idea of the
substitution method is to view each equation as an implicitly defined function. It’s less efficient than the elimination
method in general. The idea of elimination is to reduce the number of variables using properties of equations.
Substitution Method Elimination Method
Example 7.1 Solve the system of linear equations using Example 7.2 Solve the system of linear equations using
the substitution method. the addition method.
x + y =3 (7.1) 5x + 2y = 7 (7.1)
2x + y =4 (7.2) 3x − y = 13 (7.2)
Solution Solution
Step 1. Solve one variable from one equation. For Step 1. Eliminate one variable and solve for the other.
example, one may solve y from equation (7.1). For example, one may choose to eliminate y . In order to
y = 3 − x. eliminate y , we add the opposite. We multiply both sides
Step 2. Plug y = 3 − x into the second equation and of the second equation by 2 to get the opposite −2y .
solve for x . 2(3x) − 2y = 2˙
(13)
2x + (3 − x) = 4 6x − 2y = 26 (7.3)
x+3=4 Adding equations (7.1) and (7.3) will eliminate y .
x=1 5x + 2y = 7

Step 3. Plug the solution x = 1 into the equation in + 6x − 2y = 26

Step 1 to solve for y .
y =3−x =3−1=2 11x + 0 = 33
Step 4. Check the proposed solution. Plug (1, 2) into x=3
the first equation: Step 2. Find the missing variable by plugging x = 3
1 + 2 = 3. into the first equation and solve for y .
Plug (1, 2) into the second equation: 5 · 3 + 2y = 7
2 · 1 + 2 = 4. 15 + 2y = 7
2y = −8
y = −4
Step 3. Check the proposed solution. Plug (3, −4) into
the first equation:
5 · 3 + 2 · (−4) = 15 − 8 = 7.
Plug (3, −4) into the second equation:
3 · 3 − ·(−4) = 9 + 4 = 13.

Note A linear system may have one solution, no solution or infinitely many solutions.
If the lines defined by equations in the linear system have the same slope but different y -intercepts or the elimination
method ends up with 0 = c , where c is a nonzero constant, then the system has no solution.
If the lines defined by equations in the linear system have the same slope and the same y -intercept or the elimination
method ends up with 0 = 0, then the system has infinitely many solutions. In this case, we say that the system is
dependent and a solution can be expressed in the form (x, f (x)) = (x, mx + b).
 Lesson 7 Systems of Linear Equations – 27/96 –

 Exercise 7.1 Solve.  Exercise 7.2 Solve.

2x − y = 8 x + 4y =10
−3x − 5y = 1 3x − 2y = − 12

7.2 (−2, 3) 7.1 (3, −2)

 Exercise 7.3 Solve.  Exercise 7.4 Solve.

−x − 5y = 29 2x + 15y =9
7x + 3y = −43 x − 18y = − 21

7.4 (−3, 1) 7.3 (−4, −5)

 Lesson 7 Systems of Linear Equations – 28/96 –

 Exercise 7.5 Solve.  Exercise 7.6 Solve.

2x + 7y = 5 4x + 3y = − 10
3x + 2y = 16 −2x + 5y =18

7.6 (−4, 2) 7.5 (6, −1)

 Exercise 7.7 Solve.  Exercise 7.8 Solve.

3x + 2y = 6 2x − 3y = −6
6x + 4y = 16 −4x + 6y = 12

7.8 (x, 23 x + 1) 7.7 no solution

 Lesson 7 Systems of Linear Equations – 29/96 –

 Exercise 7.9 Last week, Mike got 5 apples and 4 oranges for $7. The week the prices are still the same and he got 3
apples and 6 oranges for $6. What’s the price for 1 apple and 1 orange?

7.9 apple: $1/each; orange: $0.5/each.

 Exercise 7.10 The sum of the digits of a certain two-digit number is 7. Reversing its digits increases the number by
27. What is the number?

7.10 25
 Lesson 8 Factoring Review

Factor by Removing the GCF The greatest common factor (GCF) of two terms is a polynomial with the
greatest coefficient and of the highest possible degree that divides each term.
To factor a polynomial is to express the polynomial as a product of polynomials of lower degrees. The first and
the easiest step is to factor out the GCF of all terms.
Example 8.1 Factor 4x 3 y − 8x 2 y 2 + 12x 3 y 3 .
Solution
Step 1. Find the GCF of all terms. The GCF of 4x 3 y , −8x 2 y 2 and 12x 4 y 3 is 4x 2 y .
Step 2. Write each term as the product of the GCF and the remaining factor.
4x 3 y = (4x 2 y) · x , −8x 2 y 2 = (4x 2 y) · (−2y), and 12x 4 y 3 = (4x 2 y)(3xy 2 ).
Step 3. Factor out the GCF from each term.
4x 3 y − 8x 2 y 2 + 12x 3 y 3 = 4x 2 y · (x − 2y + 3xy 2 ).

Factor by Grouping For a four-term polynomial, in general, we will group them into two groups and factor out
the GCF for each group and then factor further.
Example 8.2 Factor 2x 2 − 6xy + xz − 3yz. Example 8.3 Factor ax + 4b − 2a − 2bx .
Solution Solution
Step 1. Group the first two terms and the last two terms. Step 1. Group the first term with the third term and
2x 2 − 6xy + xz − 3yz group the second term with the last term.
=(2x 2 − 6xy) + (xz − 3yz) ax + 4b − 2a − 2bx
Step 2. Factor out the GCF from each group. =(ax − 2a) + (−2bx + 4b)
=2x(x − 3y) + z(x − 3y) Step 2. Factor out the GCF from each group.
Step 3. Factor out the binomial GCF. =a(x − 2) + (−2b)(x − 2)

=(x − 3y)(2x + z). Step 3. Factor out the binomial GCF.

=(x − 2)(a − 2b).
 Tips Guess and check. Once you factored one group, you may expect that the other group has the
same binomial factor so that factoring may be continued.

Factor Binomials in Special Forms

Difference of squares Sum of Cubes Difference of cubes
a2 − b2
= (a − b)(a + b) a3 + b3 = (a + b)(a2 − ab + b2 ) a3 − b3 = (a − b)(a2 + ab + b2 )
Example 8.4 Factor 25x 2 − 16. Example 8.5 Factor x3 + 27. Example 8.6 Factor 125x 3 − 8.
Solution Solution Solution
Step 1. Recognize the binomial as a Step 1. Recognize the binomial as a Step 1. Recognize the binomial as a
difference of squares. sum of cubes. difference of cubes.
25x 2 − 16 x 3 + 27 125x 3 − 8
=(5x)2 − 42 =x 3 + 33 =(5x)3 − 23
Step 2. Apply the formula. Step 2. Apply the formula. Step 2. Apply the formula.
=(5x − 4)(5x + 4).
2
=(x + 3)(x − 3x + 3 ) 2 =(5x − 2)((5x)2 + 2(5x) + 22 )
=(x + 3)(x 2 − 3x + 9). =(5x − 2)(25x 2 + 10x + 4).
Example 8.7 Factor 16x 3 y + 2y 4 completely.
Solution
16x 3 y + 2y 4 = 2y(8x 3 + y 3 ) = 2y((2x)3 + y 3 ) = 2y(2x + y)(4x 2 − 2xy + y 2 ).
 Lesson 8 Factoring Review – 31/96 –

 Exercise 8.1 Factor out the GCF.

(1) 18x 2 y 2 − 12xy 3 − 6x 3 y 4 (2) 5x(x − 7) + 3y(x − 7) (3) −2a2 (x + y) + 3a(x + y)

8.1 (3) a(x + y)(−2a + 3) 8.1 (2) (x − 7)(5x + 3y) 8.1 (1) 6xy 2 (3x − 2y − x 2 y 2 )

 Exercise 8.2 Factor by grouping.

(1) 12xy − 10y + 18x − 15 (2) 12ac − 18bc − 10ad + 15bd (3) 5ax − 4bx − 5ay + 4by

8.2 (3) (x − y)(5a − 4b) 8.2 (2) (2a − 3b)(6c − 5d) 8.2 (1) (6x − 5)(2y + 3)
 Lesson 8 Factoring Review – 32/96 –

 Exercise 8.3 Factor completely.

(1) 25x 2 − 4 (2) 8x 3 − 27 (3) 125y 3 + 1

8.3 (3) (5y + 1)(25y 2 − 5y + 1) 8.3 (2) (2x − 3)(4x 2 + 6x + 9) 8.3 (1) (5x − 2)(5x + 2)

 Exercise 8.4 Factor completely.

(1) 27x 4 + xy 3 (2) 16xy 3 − 2x 4 (3) x 4 + 3x 3 − 4x 2 − 12x

8.4 (1) x(3x + y)(9x 2 − 3xy + y 2 )8.4 (2) 2x(2y − x)(4y 2 + 2xy + x 2 )8.4 (3) x(x − 2)(x + 2)(x + 3)
 Lesson 9 Solve Quadratic Equations by Factoring

Factor Trinomials If a trinomial ax 2 + bx + c , A ≠ 0, can be factored, then it can be expressed as a product of

two binomials:
ax 2 + bx + c = (mx + n)(px + q).
By simplify the product using the FOIL method and comparing coefficients, we observe that
a = mn “ “ ’
b = mq + np
+
‘
c = nq
F O I F
A trinomial ax 2 + bx + c is also called a quadratic polynomial. The function defined by f (x) = ax 2 + bx + c
is called a quadratic function.
 Tips Trial and error. The observation suggests to use trial and error to find the undetermined
coefficients m, n, p, and q from factors of a and c such that the sum of cross products mq + np is
b. A diagram as shown in the following examples can help check a trial.
Example 9.1 Factor x 2 + 6x + 8. Example 9.2 Factor 2x 2 + 5x − 3.
Solution Solution
Step 1. Factor a = 1: Step 1. Factor a = 2:
1 = 1 · 1. 1 = 1 · 2.
Step 2. Factor c = 8: Step 2. Factor c = −3:
8 = 1 · 8 = 2 · 4. −3 = 1 · (−3) = (−1) · 3.
Step 3. Choose a proper combination of pairs of factors Step 3. Choose a proper combination of pairs of factors
and check if the sum of cross product equals b = 6: and if the sum of cross products equals b = 5:
1 · 4 + 1 · 2 = 6. 2 · 3 + 1 · (−1) = 5.
This step can be checked easily using the following dia- This step can be checked easily using the following dia-
gram. gram.
a=1=1·1 c =8=2·4 a=2=1·2 c = −3 = 3 · (−1)
1 2 1 3
1 4 2 −1
1·2 + 1·4 =6=b 2·3 + 1 · (−1) =5=b
Step 4. Factor the trinomial Step 4. Factor the trinomial
x 2 + 6x + 8 = (x + 2)(x + 4). 2x 2 + 6x − 3 = (x + 3)(2x − 1).
 Tips Use Auxiliary Problem. Some higher degree polynomials may be rewrite as a trinomial after a
substitution. Factoring the trinomial helps factor the polynomial.
Example 9.3 Factor the trinomial completely.
4x 4 − x 2 − 3
Solution
Step 1. Let x 2 = y . Then 4x 4 − x 2 − 3 = 4y 2 − y − 3.
Step 2. Factor the trinomial in y : 4y 2 − y − 3 = (4y + 3)(y − 1).
Step 3. Replace y by x 2 and factor further.
4x 4 − x 2 − 3 = 4y 2 − y − 3
= (4y + 3)(y − 1)
= (4x 2 + 3)(x 2 − 1)
= (4x 2 + 3)(x − 1)(x + 1).
 Lesson 9 Solve Quadratic Equations by Factoring – 34/96 –

Solving a Quadratic Equation by Factoring and Applications A quadratic equation is a polynomial

equation of degree 2, for example, 2x 2 + 5x − 3 = 0. The standard form of a quadratic equation is
ax 2 + bx + c = 0,
where a, b and c are numbers, and a ≠ 0.
To solve a quadratic equation, we may first factor the polynomial and then apply the zero product property:
A·B =0 if and only if A = 0 or B = 0.
Example 9.4 Solve the equation Example 9.5 Solve the equation
2x 2 + 5x = 3. (x − 2)(x + 3) = −4.
Solution Solution
Step 1. Rewrite the equation into “Expression=0” form Step 1. Rewrite the equation into “Expression=0” form
and factor. and factor.
2x 2 + 5x = 3 (x − 2)(x + 3) = −4
2
2x + 5x − 3 = 0 x 2 + x − 6 = −4
(2x − 1)(x + 3) = 0 x2 + x − 2 = 0
Step 2. Apply the zero product property. (x − 1)(x + 2) = 0
2x − 1 = 0 or x + 3 = 0. Step 2. Apply the zero product property.
Step 3. Solve each equation. x − 1 = 0 or x + 2 = 0.
2x − 1 = 0 or x+3=0 Step 3. Solve each equation.
2x = 1 x = −3 x−1=0 or x+2=0
1 x=1 or x = −2
x= or x = −3
2
Step 4. The solution set is {−2, 1}.
Step 4. The solution set is {−3, 21 }.
Example 9.6 A rectangular garden is surrounded by a x

path of uniform width. If the dimension of the garden is

10
10 meters by 16 meters and the total area is 216 square
x 16 x
meters, determine the width of the path.

x
Solution
Step 1. Suppose that the width of the frame is x meters. Translate given information into expressions in x and
build an equation.
Total Width: 2x+10 Total Length: 2x+16 Width × Length=Total Area: (2x + 10)(2x + 16) = 216.
Step 2. Solve the equation.
(2x + 10)(2x + 16) = 216
4x 2 + 52x + 160 = 216
4x 2 + 52x − 56 = 0
x 2 + 13x − 14 = 0
(x + 14)(x − 1) = 0
x = −14 or x=1
Step 3. So the width of the path is 1 meter.

 Tips Understand the Problem. When solving a word problem, you may first outline what’s known
and what’s unknown, and restate the problem using algebraic expressions. Once you reformulated
the problem algebraically, you may solve it using your mathematical knowledge.
 Lesson 9 Solve Quadratic Equations by Factoring – 35/96 –

 Exercise 9.1 Factor the trinomial.

(1) x 2 + 4x + 3 (2) x 2 + 6x − 7 (3) x 2 − 3x − 10 (4) x 2 − 5x + 6

9.1 (4) (x − 2)(x − 3) 9.1 (3) (x − 5)(x + 2) 9.1 (2) (x − 1)(x + 7) 9.1 (1) (x + 1)(x + 3)

 Exercise 9.2 Factor the trinomial.

(1) 5x 2 + 7x + 2 (2) 2x 2 + 5x − 12 (3) 3x 2 − 10x − 8 (4) 4x 2 − 12x + 5

9.2 (1) (x + 1)(5x + 2) 9.2 (2) (x + 4)(2x − 3) 9.2 (3) (x − 4)(3x + 2) 9.2 (4) (2x − 1)(2x − 5)
 Lesson 9 Solve Quadratic Equations by Factoring – 36/96 –

 Exercise 9.3 Solve the equation by factoring.

1
(1) x 2 − 3x + 2 = 0 (2) 2x 2 − 3x = 5 (3) (x − 1)(x + 3) = 5 (4) 3 (2 − x)(x + 5) = 4

9.3 (4) {−2, −1} 9.3 (3) {−4, 2} 9.3 (2) {−1, 25 } 9.3 (1) {1, 2}

 Exercise 9.4 Find all real solutions of the equation by factoring.

(1) 4(x − 2)2 − 9 = 0 (2) 2x 3 − 18x = 0 (3) 3x 4 − 2x 2 = 1 (4) x 3 − 3x 2 − 4x + 12 = 0

9.4 (4) {−2, 2, 3} 9.4 (3) {−1, 1} 9.4 (2) {−3, 0, 3} 9.4 (1) { 21 , 27 }
 Lesson 9 Solve Quadratic Equations by Factoring – 37/96 –

 Exercise 9.5 Find the x -intercepts for each of the the following functions.
(1) f (x) = 2x 2 − x − 21 (2) g(x) = (x + 1)(x − 2) − 4

9.5 (2) (−2, 0) and (3, 0) 9.5 (1) (−3, 0) and ( 27 , 0)

 Exercise 9.6 A paint measuring 3 inches by 4 inches is surrounded by a frame of uniform width. If the combined
area of the paint and the frame is 30 square inches, determine the width of the frame.

9.6 1 inch
 Lesson 9 Solve Quadratic Equations by Factoring – 38/96 –

 Exercise 9.7 A rectangle whose length is 2 meters longer than its width has an area 8 square meters. Find the width
and the length of the rectangle.

length: 4 meters. 9.7 width: 2 meters

 Exercise 9.8 The product of two consecutive negative odd numbers is 35. Find the numbers.

9.8 The numbers are −7 and −5.

 Lesson 9 Solve Quadratic Equations by Factoring – 39/96 –

 Exercise 9.9 In a right triangle, the long leg is 2 inches more than double of the short leg. The hypotenuse of the
triangle is 1 inch longer than the long leg. Find the length of the shortest side.

9.9 The shortest is the short leg which is 5 inches.

 Exercise 9.10 A ball is thrown upwards from a rooftop. It will reach a maximum vertical height and then fall back
to the ground. The height h(t) of the ball from the ground after time t seconds is h(t) = −16t 2 + 48t + 160 feet.
How long it will take the ball to hit the ground?

9.10 5 seconds.
 Lesson 9 Solve Quadratic Equations by Factoring – 40/96 –

 Exercise 9.11 Each of trinomial below has a factor in the table. Match the letter on the left of a factor with a the
number on the left a trinomial to decipher the following quotation.
" , ;
13 10 2 9 15 9 5 14 13 4 3 15 7 2 1

, ;
13 11 2 2 9 5 14 13 8 5 3 6

, ."
13 14 3 9 5 14 13 12 5 14 2 15 11 1 9 5 14

A: 3x − 2 B: 2x + 1 C: x+6 D: x+7 E: 2x − 1 F: 3x − 1 G: x + 10
H: x−8 I: 2x + 9 J: x−1 K: x+3 L: 2x − 5 M: x + 5 N: x − 7
O: x − 13 P: 5x − 3 Q: 4x − 11 R: x−9 S: 2x + 3 T: x + 4 U: 7x + 1
V: 3x + 5 W: 3x + 4 X: 8x + 3 Y: x − 14 Z: 5x − 6

1. x 2 − 2x − 24 2. 6x 2 + x − 2 3. x 2 − 16x + 39

4. 6x 2 + 13x − 5 5. x 2 − 5x − 14 6. 3x 2 − 5x − 12

7. x 2 − x − 110 8. x 2 − 9 9. −3x 2 + 11x − 6

10. x 2 − 10x + 16 11. −2x 2 + 5x + 12 12. 42x 2 − x − 1

13. −2x 2 − 3x + 27 14. x 2 + 14x + 49 15. x 2 − 81

9.11 "I hear and I forget, I see and I know, I do and I understand."
 Lesson 10 Multiply or Divide Rational Expressions

Rational Expressions Let p and q be polynomial functions of x and p is not a constant function. We call the
p(x) p(x)
function r (x) = q(x) a rational function. The domain of r is {x | Q(x) ≠ 0}. The expression q(x) is called a
rational expression, the polynomial q(x) the numerator, and the polynomial q(x) the denominator. A rational
expression is simplified if the numerator and the denominator have no common factor other than 1.
Let p(x), q(x) be polynomials with q(x) ≠ 0 and c(x) be a nonzero expression. Then
p(x) · c(x) p(x)
= .
x 2 + 4x + 3 q(x) · c(x) q(x) 2x 2 − x − 3
Example 10.1 Simplify . Example 10.2 Simplify .
x 2 + 3x + 2 2x 2 − 3x − 5
Solution Solution
Step 1. Factor both the top and the bottom. Step 1. Factor both the top and the bottom.
x 2 + 4x + 3 (x + 1)(x + 3) 2x 2 − x − 3 (x + 1)(2x − 3)
= . = .
2
x + 3x + 2 (x + 1)(x + 2) 2x 2 − 3x − 5 (x + 1)(2x − 5)
Step 2. Divide out common factors. Step 2. Divide out common factors.
(x + 1)(x + 3) x+3 (x + 1)(2x − 3) 2x − 3
= . = .
(x + 1)(x + 2) x+2 (x + 1)(2x − 5) 2x − 5
Multiplying Rational Expressions If p , q, s , t are polynomials with q ≠ 0 and t ≠ 0, then
p s ps
· = .
q t qt
Example 10.3 Multiply and then simplify.
3x 2 x2 − 4
· .
x2 + x − 6 6x
Solution
Step 1. Factor numerators and denominators.
3x 2 x2 − 4 3·x·x (x − 2)(x + 2)
· = ·
x2 + x − 6 6x (x − 2)(x + 3) 2·3·x
Step 2. Multiply and simplify.
3

·x ·x· (x−2)(x + 2) x(x + 2)

=
(x − 2)(x + 3) · 2 · 3 · x 2(x + 3)
 


Example 10.4 Multiply and then simplify.
3x 2 − 8x − 3 x 2 − 16
· .
x 2 + 8x + 16 5x 2 − 14x − 3
Solution
3x 2 − 8x − 3 x 2 − 16 (3x + 1)
(x−3) 
(x + 4)(x − 4) (3x + 1)(x − 4)
 
· =  =
x 2 + 8x + 16 5x 2 − 14x − 3 (x + 4)(x + 4)(5x + 1) (x −3) (x + 4)(5x + 1)
  
 
Dividing Rational Expressions If p , q, s , t are polynomials where q ≠ 0, s ≠ and t ≠ 0, then
p s p t pt
÷ = · = .
q t q s qs
Example 10.5 Divide and then simplify.
2x + 6 6x − 2
÷ .
x 2 − 6x − 7 2x 2 − x − 3
Solution
Step 1. Rewrite the division as a multiplication.
2x + 6 6x − 2 2x + 6 2x 2 − x − 3
÷ = ·
x 2 − 6x − 7 2x 2 − x − 3 x 2 − 6x − 7 6x − 2
Step 2. Factor and simplify.
2x + 6 2x 2 − x − 3 2(x + 3)
(x+1)(2x − 3) (x + 3)(2x − 3)

2
· =

=
x − 6x − 7 6x − 2 2 (x+ 1)(x − 7)(3x − 1) (x − 7)(3x − 1)



 Lesson 10 Multiply or Divide Rational Expressions – 42/96 –

 Exercise 10.1 Simplify.

3x 2 − x − 4 2x 2 − x − 3 x2 − 9
(1) (2) (3)
x+1 2x 2 + 3x + 1 3x 2 − 8x − 3

3x + 1 2x + 1
10.1 (3) 10.1 (2) 10.1 (1) 3x − 4
x+3 2x − 3

 Exercise 10.2 Multiply and simplify.

x + 5 x 2 + 3x − 4 3x 2 − 2x 3x 2 − 4x − 4 6y − 2 y 2 − 6y + 9
(1) · (2) · (3) ·
x+4 x 2 − 25 x+2 9x 2 − 4 3−y 3y 2 − y

y x+2 x−5
10.2 (3) − 10.2 (2) 10.2 (1)
2(y − 3) x(x − 2) x−1
 Lesson 10 Multiply or Divide Rational Expressions – 43/96 –

 Exercise 10.3 Divide and simplify.

9x 2 − 49 3x 2 − x − 14 x 2 + 3x − 10 x 2 − 5x + 6 y −x x2 − y 2
(1) ÷ (2) ÷ 2 (3) ÷
6 2x + 4 2x − 2 x − 4x + 3 xy y2

x(x + y) 2 3
10.3 (3) − 10.3 (2) 10.3 (1)
y x+5 3x + 7

 Exercise 10.4 Simplify.

−x 2 + 11x − 18 x 2 − 5x − 36 2x 2 + 7x − 4
÷ 2 ·
x 2 − 4x + 4 x − 7x + 12 x 2 + 2x − 15

(x − 2)(x + 5)
10.4 −
(x − 4)(2x − 1)
 Lesson 11 Add or Subtract Rational Expressions

Adding or Subtracting Rational Expressions with the Same Denominator If P , Q and R are polynomials
with R ≠ 0, then
P Q P +Q P Q P −Q
+ = and − = .
R R R R R R

Example 11.1 Add and simplify

x2 + 4 5x
+ .
x 2 + 3x + 2 x 2 + 3x + 2
Solution
Step 1. Determine if the rational expressions have the same denominator. If so, the new numerator will be the
sum/difference of the numerators.
x2 + 4 5x x 2 + 5x + 4
+ = .
x 2 + 3x + 2 x 2 + 3x + 2 x 2 + 3x + 2
Step 2. Simplify the resulting rational expression.
x 2 + 5x + 4 (x + 1)(x + 4) x+4
2
= = .
x + 3x + 2 (x + 1)(x + 2) x+2

Adding or Subtracting Rational Expressions with Different Denominators To add or subtract rational
expressions with different denominators, we need to rewrite the rational expressions to equivalent rational expressions
with the same denominator, say the LCD.
 Tips Equivalent Reduction. What if all denominators are the same? How to make denominators the
same? Reducing the problem to an easier one using equivalent operations helps solve the problem.
3 6
Example 11.2 Find the LCD of 2 and 2 .
x −x−6 x −4
Solution
Step 1. Factor each denominator.
x 2 − x − 6 = (x + 2)(x − 3) x 2 − 4 = (x − 2)(x + 2)
Step 2. List the factors of the first denominator and add First list (x + 2) (x − 3)
unlisted factors of the second factor to get the final list. Second list (x + 2) (x − 2)
Step 3. The LCD is the product of factors in the final list. Final list (x + 2) (x − 3) (x − 2)
(x + 2)(x − 3)(x − 2).
Example 11.3 Subtract and simplify
x−3 1
− 2
x2 − 2x − 8 x − 4
Solution
Step 1. Find the LCD.
First list (x + 2) (x − 4)
2 Second list (x + 2) (x − 2)
x − 2x − 8 = (x + 2)(x − 4)
2
x − 4 = (x − 2)(x + 2) Final list (x + 2) (x − 2) (x − 4)
The LCD is (x + 2)(x − 2)(x − 4).
Step 2. Rewrite each rational expression into an equivalent expression with the LCD as the new denominator.
x−3 1 (x − 3)(x − 2) (x − 4)
− 2 = −
x2 − 2x − 8 x − 4 (x + 2)(x − 2)(x − 4) (x + 2)(x − 2)(x − 4)
Step 3. Subtract and simplify.
(x − 3)(x − 2) − (x − 4) (x 2 − 5x + 6) − (x − 4) x 2 − 6x + 10
= =
(x + 2)(x − 2)(x − 4) (x + 2)(x − 2)(x − 4) (x + 2)(x − 2)(x − 4)
 Lesson 11 Add or Subtract Rational Expressions – 45/96 –

 Exercise 11.1 Add/subtract and simplify.

x 2 + 2x − 2 5x + 12 3x − 10 2x − 15 4 3x − 2
(1) 2
+ 2 (2) − 2 (3) + 2
x + 2x − 15 x + 2x − 15 x 2 − 25 x − 25 (x − 3)(x + 2) x − x − 6

(x − 3)(x + 2) x−5 x−3

11.1 (3) 11.1 (2) 11.1 (1)
3x + 2 1 x+2

 Exercise 11.2 Find the LCD of rational expressions.

2x x−1 9 2
(1) and (2) and
2x 2 − 5x − 3 x2 − x − 6 7x 2 − 28x x 2 − 8x + 16

11.2 (2) 7x(x − 4)2 11.2 (1) (2x + 1)(x − 3)(x + 2)

 Lesson 11 Add or Subtract Rational Expressions – 46/96 –

 Exercise 11.3 Add and simplify.

x x−1 x+2 1 4 3x − 2
(1) + (2) + (3) +
x+1 x+2 2x 2 − x − 3 x 2 + 3x + 2 x − 3 x2 − x − 6

(x − 3)(x + 2) (x + 1)(x + 2)(2x − 3) (x + 1)(x + 2)

11.3 (3) 11.3 (2) 11.3 (1)
7x + 6 x 2 + 6x + 1 2x 2 + 2x − 1

 Exercise 11.4 Subtract and simplify.

3x + 5 3 y 7 2x − 3 x+2
(1) − (2) − 2 (3) − 2
x2 − 7x + 12 x − 3 y2 − 5y − 6 y − 4y − 5 x2 + 3x − 10 x + 2x − 8

(x − 2)(x + 4)(x + 5) (y − 6)(y − 5)(y + 1) (x − 4)(x − 3)

11.4 (3) 11.4 (2) 11.4 (1)
x 2 − 2x − 22 y 2 − 12y + 42 17
 Lesson 11 Add or Subtract Rational Expressions – 47/96 –

 Exercise 11.5 Simplify.

x + 11 x−2 x
+ −
7x 2− 2x − 5 x−1 7x + 5

7x + 5
11.5
6x − 1

 Exercise 11.6 Subtract and simplify.

x−1 4 1
2
+ 2 −
x − 3x x − 2 x − 3 x (x + 1)

x(x − 3)
11.6
x+2
 Lesson 12 Complex Rational Expressions

Simplifying Complex Rational Expressions A complex rational expression is a rational expression whose
denominator or numerator contains a rational expression.
A complex rational expression is equivalent to the quotient of its numerator by its denominator. That suggests the
following strategy to simplify a complex rational expression.
 Tips Simplify and Change the Viewpoint. A complex rational expression is a quotient of two
rational expressions. You may rewrite it as an multiplication by flipping the denominator. However,
it’s better to simply the numerator and denominator or you won’t see a good looking new expression.
Example 12.1 Simplify
2x − 1 x − 1
+
x2 − 1 x+1
x+1 1
− 2
x−1 x −1
Step 1. Simplify the numerator and the denominator.
2x − 1 x − 1 2x − 1 (x − 1)(x − 1)
+ +
2
x −1 x+1 = (x − 1)(x + 1) (x − 1)(x + 1)
x+1 1 (x + 1)(x + 1) 1
− −
x − 1 x2 − 1 (x − 1)(x + 1) (x − 1)(x + 1)
(2x − 1) + (x − 1)(x − 1)
(x − 1)(x + 1)
=
(x + 1)(x + 1) − 1
(x − 1)(x + 1)
(2x − 1) + (x 2 − 2x + 1)
(x − 1)(x + 1)
=
(x 2 + 2x + 1) − 1
(x − 1)(x + 1)
x2
(x − 1)(x + 1)
=
x 2 + 2x
(x − 1)(x + 1)
Step 2. Rewrite as a product.
x2
(x − 1)(x + 1) x2 (x − 1)(x + 1)
2 = ·
x + 2x (x − 1)(x + 1) x 2 + 2x
(x − 1)(x + 1)
Step 3. Multiply and simplify.
x2 (x − 1)(x + 1) x·x (x − 1)(x + 1)
· = ·
(x − 1)(x + 1) x 2 + 2x (x − 1)(x + 1) x(x + 2)
((
x x((x(−(1)(x
((( + 1)
=
Z
(
(
x (x + 2)(
Z (x(−(1)(x
( ((+ 1)
x
=
x+2

Note Another way to simplify a complex rational expression is to multiply the LCD to both the denominator and
numerator and then simplify.
 Lesson 12 Complex Rational Expressions – 49/96 –

 Exercise 12.1 Simplify.

2 1
1+ −1
(1) x (2) x2
2 1 1
1− 2
−
x x x

x−2
12.1 (2) x + 1 12.1 (1)
x+2

 Exercise 12.2 Simplify.

x2 − y 2 2 1
−
y2 (x + 1)2 x+1
(1) 1 1 (2) 4
− 1−
x y (x + 1)2

x+3 y
12.2 (2) − 12.2 (1) −
1 x(x + y)
 Lesson 12 Complex Rational Expressions – 50/96 –

 Exercise 12.3 Simplify.

5x x+1 x−1
+
(1) x2 − x − 6 (2) x−1 x+1
2 3 x+1 x−1
+ −
x+2 x−3 x−1 x+1

2x
12.3 (2) 12.3 (1) 1
x2 + 1

 Exercise 12.4 Tim and Jim refill their cars at the same gas station twice last month. Each time Tim got $20 gas and
Jim got 8 gallon. Suppose they refill their cars on same days. The price was $2.5 per gallon the first time. The price
on the second time changed. Can you find out who had the better average price?

12.4 Tim had the better average price.

 Lesson 13 Rational Equations

Solving Rational Equations by Clearing Denominators A rational equation is an equation that contains a
rational expression.
 Tips Reduction with Auxiliary Conditions Assume that denominators are not zero. One idea to
solve a rational equation is to reduce the equation to a polynomial equation by clearing denominators,
that is multiplying the LCD to both sides of the equation. Once the polynomial equations is solve,
remember to check if there is an extraneous solution which is a solution making a denominator
zero.
Example 13.1 Solve
5 3 2
= − .
x2 −9 x−3 x+3
Step 1. Find the LCD.
Since x 2 − 9 = (x + 3)(x − 3), the LCD is (x + 3)(x − 3).
Step 2. Clear denominators.
Multiply each rational expression in both sides by (x + 3)(x − 3) and simplify:
5 3 2
(x + 3)(x − 3) · = (x + 3)(x − 3) · − (x + 3)(x − 3) ·
x2 −9 x−3 x+3
5 = 3(x + 3) − 2(x − 3)
Step 3. Solve the resulting equation.
5 = 3(x + 3) − 2(x − 3)
5 = x + 15
−10 = x
Step 4. Check for any extraneous solution by plugging the solution into the LCD to see if it is zero. If it is zero,
then the solution is extraneous.
(−10 + 3)(−10 − 3) ≠ 0
So x = −10 is a valid solution of the original equation.
Example 13.2 Solve for x from the equation
1 1 1
+ = .
x y z
Step 1. The LCD is xyz.
Step 2. Clear denominators.
1 1 1
xyz · + xyz · = xyz ·
x y z
yz + xz = xy
Step 3. Solve the resulting equation.
yz + xz = xy
yz = xy − xz
yz = x(y − z)
yz
= x ify ≠ z
y −z
yz
Step 4. The solution is x = if y ≠ z. If y = z, the equation has no solution.
y −z
 p(x)
Note Another way to solve a rational equations is to rewrite the equation in the form q(x) = 0 using properties of
rational expressions, then solve p(x) = 0 and check.
 Lesson 13 Rational Equations – 52/96 –

 Exercise 13.1 Solve.

1 1 4 30 3 2
(1) + = 2 (2) = +
x+1 x−1 x −1 x2 − 25 x+5 x−5

13.1 (2) x = 7 13.1 (1) x = 2

 Exercise 13.2 Solve.

2x − 1 1 2 3x 2x 42
(1) = − (2) = − 2
x2 + 2x − 8 x−2 x+4 x−5 x + 1 x − 4x − 5

13.2 (2) x = −6 or x = −7 13.2 (1) x = 3

 Lesson 13 Rational Equations – 53/96 –

 Exercise 13.3 Solve a variable from a formula.

1 1 1 f + cx
(1) Solve for f from + = . (2) Solve for x from A = .
p q f x

A−c p+q
if A ≠ c . 13.3 (2) x = if p ≠ −q. 13.3 (1) f =
f pq

 Exercise 13.4 Solve for x from the equation.

a2 x + 2a
(1) 2(x + 1)−1 + x −1 = 2. (2) = −1.
x −1

13.4 (2) x = − a1 if a ≠ 0. 13.4 (1) x = − 21 or x = 1

 Lesson 14 Radical Expressions: Concepts and Properties

Radical Expressions If b2 = a, then we say that b is a square root of a. We denote the positive square root of
√
a as a, called the principal square root.
√
We call the function f (x) = x a square root function. As a real-valued function, the domain of the square root
function consists of all real numbers x such that x ≥ 0, in interval notation, the domain is [0, +∞).
√
For any real number a, the expression a2 can be simplified as
√
a2 = |a|.
√
If b = a, then we say that b is a cube root of a. The cube root of a real number a is denoted by 3 a.
3
√
For any real number a, the expression 3 a3 can be simplified as
√
3
a3 = a.
In general, if bn = a, then we say that b is an n-th root of a. If n is even, the positive n-th root of a, called the
√ √
principal n-th root, is denoted by n a. If n is odd, the n-the root n a of a has the same sign with a.
√ √
In n a, the symbol is called the radical sign, a is called the radicand, and n is called the index.
If n is even, then the n-th root of a negative number is not a real number.
√
For any real number a, the expression n an can be simplified as
√
1. n an = |a| if n is even.
√
2. n an = a if n is odd.
A radical is simplified if the radicand has no perfect power factors against the radical.
Example 14.1 Simplify the radical expression using the definition.
q
(1) 4(y − 1)2 (2) 3 −8x 3 y 6
p

q
Solution (1) 4(y − 1)2 = [2(y − 1)]2 = 2|y − 1|. (2) 3
−8x 3 y 6 = 3 (−2xy 2 )2 = −2xy 2 .
p p p

√ m
Rational Exponents If n
a is a real number, then we define a n as
m √
n √
a n = am = ( n a)m .
Rational exponents have the same properties as integral exponents:
am m 1
1. am · an = am+n 2. = am−n a− n = m 3.
an  m a nm
a a
4. (a ) = a
m n mn 5. (ab) = a · b
m m m 6. = m
b b
Example 14.2 Simplify the radical expression or the expression with rational exponents. Write in radical notation.
 1 1 s
1
√ √ 3 √ 3 4
x− 2 y 2
(3) x− 5
2
(1) x x (2) (4)
3
p
2 x 3
x 6 x2

Solution
(1)
√ √ 1 2 1 2 7 √
x x 2 = x 2 x 3 = x 2 + 3 = x 6 = x 6 x.
3

(2) q√
3 √ 1 1 1 1 1 1 √
x 3 = ( x 3 ) 3 = [(x 3 ) 2 ] 3 = x 3· 2 · 3 = x 2 = x.
(3)
1 ! 41
x2 1 5 1 1 5 1 4 1 1 √
5 = (x 2 x 6 ) 4 = (x 2 + 6 ) 4 = (x 3 ) 4 = x 3 = 3
x.
−6
x
(4) v
u x − 21 y 2
s s 
y 2
u
y 2 y
= = = .
t
3 2
x2 x x x
 Lesson 14 Radical Expressions: Concepts and Properties – 55/96 –

 q 14.1 Evaluate the square root.√If the square

Exercise
√
root is not a real number, state so.
√
4
(1) − 25 (2) 49 − 9 (3) − −1

14.1 (3) not a real number 14.1 (2) 4 14.1 (1) − 25

 Exercise 14.2 Simplify the radical expression. q

(1) (−7x 2 )2 (2) (x + 2)2 (3)
p p
25x 2 y 6

14.2 (3) |5xy 3 | 14.2 (2) |x + 2| 14.2 (1) 7x 2

 Exercise 14.3 Simplify the radical expression.

√
√ 4
(1) 3 −27x 3 (2) 16x 8 (3) 5
p
(2x − 1)5

14.3 (3) 2x − 1 14.3 (2) 2x 2 14.3 (1) −3x

 Lesson 14 Radical Expressions: Concepts and Properties – 56/96 –

 Exercise 14.4 Simplify the radical expression. Assume all variables are positive.
√ q
(1) 50 (2) 3 −8x 2 y 3 (3) 5 32x 12 y 2 z8
p

14.4 (3) 2x 2 z 5 x 2 y 2 z3 x2 14.4 (2) −2y 14.4 (1) 5 2

p 3
√ √
 Exercise 14.5 Write the radical expression with rational exponents.
√
(1) 3 (2x)5 (2) ( 5 3xy)7 (3) 4
p p
(x 2 + 3)3

(x 2 + 3) 4 14.5 (3) (3xy) 5 14.5 (2) (2x) 3 14.5 (1)

3 7 5

 Exercise 14.6 Write in radical notation and simplify.

2
3 3
27 − 3
 
(1) 4 2 (2) −81 4 (3) 8

9 14.6 (3) 14.6 (2) −27 14.6 (1) 8

4
 Lesson 14 Radical Expressions: Concepts and Properties – 57/96 –

 Exercise 14.7 Simplify the expression. Write with radical notations. Assume all variables represent nonnegative
numbers.1
1 4
12x 2

− 35 1 1
x2
(1) 2 (2) (x y )
2 3 (3) 1
−3
4x 3 x

x 5
x 6
x 10 . 3
14.7 (3) 14.7 (2) √ 14.7 (1) √
√ 6 y 3
√
 √ 14.8 Simplify the expression. Write in radical notation. Assume x is nonnegative.
Exercise
x p√ √ √
(1) √
3
(2) 3
x (3) x3x
x

6
x5 14.8 (3) 6
x 14.8 (2) 6
x 14.8 (1)
√ √ √
 Lesson 14 Radical Expressions: Concepts and Properties – 58/96 –

 Exercise 14.9 Simplify the expression. Write in radical notation. Assume x is nonnegative.
√
4
9x −2
q 1

5 1
q
(1) 32x 3 (2) (3) √
3
x −2
3

x 14.9 (3) x 14.9 (2) 14.9 (1) 2 15 x

3 √3
√ √
 Exercise 14.10 Simplify the expression. Write in radical notation. Assume all variables are nonnegative.
5 !− 23  1
−3
−3
√ 8a− 2 b y
(1) 3 (−x)−2 2 x 3 (2) (3)  √
p
1

3
a 2 b−5 x2

14.10 (3) x 2 y 4b4 14.10 (2) x5 14.10 (1)

a2 √ 6
 Lesson 15 Algebra of Radicals
n √ √
Product and Quotient Rules for Radicals If n √a and √ b are real numbers, then
√ n n
√
n
a b = ab.
√ n
If n
a and
b are real numbers and b ≠ 0, then √
n
a a
r
√
n = n
.
b b
Example 15.1 Simplify the expression.
5
96x 9 y 3
p
(1) 8xy 2x y .
4 4 7 (2) p .
p 4
p
5
3x −1 y
Solution q √
(1) 4 8xy 4 4 2x 7 y = 4 (8xy 4 ) · (2x 7 y) = 4 16x 8 y 5 = 4 24 (x 2 )4 y 4 · y = 2x 2 y 4 y .
p p p p
s
5
96x 9 y 3 9 3
p
5 96x y
(2) 10 y 2 = 5 (2x 2 )5 · y 2 = 2x 2 5 y 2 .
5
p p p
= = 32x
5
3x −1 y 3x −1 y
p

Combining Like Radicals Two radicals are called like radicals if they have the same index and the same
radicand. We add or subtract like radicals by combining their coefficients.
Example 15.2 Simplify the expression.
p q √
8x 3 − (−2)2 x 4 + 2x 5 .
Solution q √ √ √ √
8x 3 − (−2)2 x 4 + 2x 5 = 2x 2x − 2x 2 + x 2 2x = (x 2 + 2x) 2x − 2x 2 .
p

Multiplying Radicals Multiplying radical expressions with many terms is similar to that multiplying polynomials
with many terms.
Example 15.3 Simplify the expression.
√ √ √ √
( 2x + 2 x)( 2x − 3 x).
Solution √ √ √ √ √ √ √ √ √ √ √ √
( 2x + 2 x)( 2x − 3 x) = 2x · 2x − 3 x · 2x + 2 x · 2x − 6 x · x
√ √
=2x − 3x 2 + 2x 2 − 6x
√
= − 4x − x 2
√
= − (4 + 2)x.

Rationalizing Denominators Rationalizing denominator means rewriting a radical expression into an equivalent
expression in which the denominator no longer contains radicals.
Example 15.4 Rationalize the denominator. √ √
1 x+ y
(1) √ (2) √ √
2 x3 x− y
Solution √
x
(1) In this case, to get rid of the radical in the bottom, we multiply the expression by √ so that the radicand in the
x
bottom becomes a perfect power. √ √ √
1 1 x x x
√ = √ 3 · √ = √ 2√ = .
2 x 3 2 x x 2 x x 2x 2
√ √
x+ y
(2) In this case, we use the formula (a − b)(a + b) = a2 + b2 .
Multiply the expression by √ √ .
x+ y
√ √ √ √ √
x+ y ( x + y)2 x + y + 2 xy
√ √ = √ √ √ √ = .
x− y ( x − y)( x + y) x−y
 Lesson 15 Algebra of Radicals – 60/96 –

 Exercise 15.1 Multiply and simplify.

√ √
q q
5 3 7
3
(1) 3 4 3 5 (2) |x + 7| |x − 7| (3) (x − y) (x − y) 2
p p
2

15.1 (3) (x − y)2 |x 2 − 49| 15.1 (2) 20 3

15.1 (1)
p √
 Exercise 15.2 Simplify the radical expression. Assume all variables are positive.
√ √ √ q
(1) 20xy · 4xy 2 (2) 3 16 · 5 3 2 (3) 5 8x 4 y 3 z3 · 5 8xy 4 z8
p p

15.2 (3) 2xyz2 5 2y 2 z 15.2 (2) 10 3 4 15.2 (1) 4xy 5y

p √ √
 Exercise 15.3 Divide. Assumesall variables are positive. Answers must be simplified.
s √
9x 3 32x 4 3
p
40x 5 24a6 b4
(1) (2) 3
(3) √ (4)
y8 3
p
x 2x 3b

y4
15.3 (4) 2a2 b 15.3 (3) 2x 2 5 15.3 (2) 2x 3 4 15.3 (1)
√ √ 3x x
√
 Lesson 15 Algebra of Radicals – 61/96 –

 Exercise 15.4 Add or subtract, and simplify. Assume all variables are positive.
√ √ √ √ √ √
(1) 5 6 + 3 6 (2) 4 20 − 2 5 (3) 3 32x 2 + 5x 8

15.4 (3) 22x 2 15.4 (2) 6 5 15.4 (1) 8 6

√ √ √
 Exercise 15.5 Add or subtract, and simplify. Assume all variables are positive
√ √ √
(1) 7 4x 2 + 2 25x − 16x (2) 5 3 x 2 y + 3 27x 5 y 4 (3) 3 9y 3 − 3y 16y + 25y 3
p p p p p

15.5 (3) 2y y 15.5 (2) (5 + 3xy) 5 x 2 y 15.5 (1) 14x + 6 x

√ p √
 Exercise 15.6 Multiply and simplify. Assume all variables are positive.
√ √ √ √ √ √ √ √ √
(1) 2(3 3 − 2 2) (2) ( 5 + 7)(3 5 − 2 7) (3) ( 3 + 2)2

15.6 (3) 5 + 2 6 15.6 (2) 1 + 35 15.6 (1) 3 6 − 4

√ √ √
 Lesson 15 Algebra of Radicals – 62/96 –

 Exercise 15.7 Multiply and simplify. Assume all variables are positive.
√ √ √ √ √ √ √ √
(1) ( 6 − 5)( 6 + 5) (2) ( x + 1 − 1)( x + 1 + 1) (3) (2 3 x + 6)( 3 x + 1)

15.7 (3) 2 3 x 2 + 8 3 x + 6 15.7 (2) x 15.7 (1) 1

√ √
 s 15.8 Simplify the radical
Exercise s expression and rationalize√the denominator. Assume all variables are positive.
3
2 2x x 3x
(1) 3
(2) (3) p (4) p
25 7y 3
3y 2 4
x3y

y 3y 7y 5
15.8 (4) 15.8 (3) 15.8 (2) 15.8 (1)
3 4 xy 3 3 9xy 14xy 10
p √ √ 3
√

√ 15.9 Simplify the radical
Exercise √ expression
√ and rationalize the√denominator. Assume all√variables are positive.
6 3 5− 3 3+ 2 2 x
(1) √ (2) √ √ (3) √ (4) √ √
3−1 5+ 3 2+ 3 x− y

x−y
15.9 (4) 15.9 (3) 6 + 2 2 − 3 3 − 6 15.9 (2) 4 − 15 15.9 (1) 9 + 3 3
2x + 2 xy √ √ √ √ √
√
 Lesson 16 Solve Radical Equations
√
Solve Radical Equations by Taking a Power The idea to solve a radical equation n
X = a is to first take
n-th power of both sides to get rid of the radical sign, that is X = an and then solve the resulting equation.
 Tips Solve by Reduction. The goal to solve a single variable equation is to isolate the variable.
When an equation involves radical expressions, you can not isolate the variable arithmetically without
eliminating the radical sign. To remove a radical sign, you make take a power. However, you’d better
to isolate it first. Because simply taking powers of both sides may create new radical expressions.
√
Example 16.1 Solve the equation x − x + 1 = 1.
Solution
Step 1. Arrange terms so that one radical is isolated on x=0 or x−3=0
one side of the equation. x=0 or x=3
√
x−1= x+1 Step 4. Check all proposed solutions. Plug x = 0 into
Step 2. Square both sides to eliminate the square root. the original equation, we see that the left hand side is
√ √
(x − 1)2 = x + 1 0 − 0 + 1 = 0 − 1 = 0 − 1 = −1 which is not equal
Step 3. Solve the resulting equation. to the right hand side. So x = 0 cannot be a solution.
x 2 − 2x + 1 = x + 1 Plug x = 3 into the original equation, we see that the
√ √
x 2 − 3x = 0 left hand side is 3 − 3 + 1 = 3 − 4 = 3 − 2 = 1. So
x = 3 is a solution.
x(x − 3) = 0
√ √
Example 16.2 Solve the equation x−1− x − 6 = 1.
Solution
Step 1. Isolated one radical. Step 3. Square both sides to remove the radical sign and
√ p
x−1= x−6+1 then solve. p
Step 2. Square both sides to remove radical sign and x−6=2
then isolate the remaining radical. x−6=4
p
x − 1 = (x − 6) + 2 x − 6 + 1 x = 10.
Since 10 − 1 > 0 and 10 − 6 > 0, x = 10 is a valid
p
x−1=x−5+2 x−6
p solution. Indeed,p
4=2 x−6 √ √ √
p 10 − 1 − 10 − 6 = 9 − 4 = 3 − 2 = 1.
2 = x − 6.
√
Example 16.3 Solve the equation −2 3 x − 4 = 6.
Solution
Step 1. Isolated the radical.
√
3
x − 4 = −3
Step 2. Cube both sides to eliminate the cube root and then solve the resulting equation.
x − 4 = (−3)3
x − 4 = −27
x = −23
The solution is x = −23.
 Lesson 16 Solve Radical Equations – 64/96 –

 Exercise 16.1 Solve each radical equation.

√ √
(1) 3x + 1 = 4 (2) 2x − 1 − 5 = 0

16.1 (2) x = 13 16.1 (1) x = 5

 Exercise 16.2 Solve each radical equation.

√ √
(1) 5x + 1 = x + 1 (2) x = 3x + 7 − 3

16.2 (2) x = −2 or x = −1 16.2 (1) x = 0 or x = 3

 Lesson 16 Solve Radical Equations – 65/96 –

 Exercise 16.3 Solve each radical equation.

√ √
(1) 6x + 7 − x = 2 (2)
p
x+2+ x−1=3

16.3 (2) x = 2 16.3 (1) x = −1 or x = 3

 Exercise 16.4 Solve each radical equation.

√ √ √
(1) x + 5 − x − 3 = 2 (2) 3 3 3x − 1 = 6

16.4 (2) x = 3 16.4 (1) x = 4

 Lesson 16 Solve Radical Equations – 66/96 –

 Exercise 16.5 Solve each radical equation.

1 1 1
(1) (x + 3) 2 = x + 1 (2) 2(x − 1) 2 − (x − 1)− 2 = 1

16.5 (2) x = 2 16.5 (1) x = 1

 Exercise 16.6 Solve each radical equation.

3 2
(1) (x − 1) 2 = 8 (2) (x + 1) 3 = 4

16.6 (2) x = −9 or x = 7 16.6 (1) x = 5

 Lesson 17 Complex Numbers
√
Complex Numbers The imaginary
√
unit
√
i is defined as i = −1. Hence i2 = −1.
If b is a positive number, then −b = i b.
Let a and b are two real numbers. We define a complex number by the expression a + bi. The number a is called
the real part and the number b is called the imaginary part. If b = 0, then the complex number a + bi = a is just
the real number. If b ≠ 0, then we call the complex number a + bi an imaginary number. If a = 0 and b ≠ 0,
then the complex number a + bi = bi is called a purely imaginary number.
Adding, subtracting, multiplying, dividing or simplifying complex numbers are similar to those for radical expressions.
In particular, adding and subtracting become similar to combining like terms.
Example 17.1 Simplify and write your answer in the form a + bi, where a and b are real numbers and i is the
imaginary unit.
√ √ 1
(1) −3 −4 (2) (4i − 3)(−2 + i) (3) −2+5i
i (4) 1−2i (5) i2018
Solution
(1)
√ √ √ √ √ √
−3 −4 = i 3 · i 4 = i2 · 3 · 2 = −2 3.
(2)
(4i − 3)(−2 + i) = 4i · (−2) + 4i · i + (−3) · (−2) + (−3) · i
= −8i + (−4) + 6 + (−3i) = 2 − 11i.
(3)
−2 + 5i (−2 + 5i)i −2i + 5i2
= =
i i·i i2
−2i − 5
= = 5 + 2i.
−1
(4)
1 (1 + 2i) 1 + 2i
= =
1 − 2i (1 − 2i)(1 + 2i) 1 − (2i)2
1 + 2i 1 2
= = + i.
5 5 5
(5)
i2018 = i4·504+2 = (i4 )504 · i2 = −1.

z−1
Example 17.2 Evaluate f (1 + i) for the function f (z) = z2 + z+1 . Write your answer in the form a + bi.
Solution
i
f (1 + i) =(1 + i)2 +
2+i
i(2 − i)
=1 + 2i + i2 +
4 − i2
1 + 2i
=2i +
5
1 12
= + i.
5 5
 Lesson 17 Complex Numbers – 68/96 –

 Exercise 17.1 Add, subtract, multiply complex numbers and write your answer in the form a + bi.
√ √ √ √
(1) −2 · −3 (2) 2 · −8 (3) (5 − 2i) + (3 + 3i) (4) (2 + 6i) − (12 − 4i)

17.1 (4) −10 + 10i 17.1 (3) 8 + i 17.1 (2) 4i 17.1 (1) − 6
√
 Exercise 17.2 Add, subtract, multiply complex numbers and write your answer in the form a + bi.
√ √
(1) (3 + i)(4 + 5i) (2) (7 − 2i)(−3 + 6i) (3) (3 − x −1)(3 + x −1) (4) (2 + 3i)2

17.2 (4) −5 + 12i 17.2 (3) x 2 + 9 17.2 (2) −9 + 48i 17.2 (1) 7 + 19i

 Exercise 17.3 Divide the complex number and write your answer in the form a + bi.
2i 5 − 2i 2 + 3i 4 + 7i
(1) (2) (3) (4)
1+i 3 + 2i 3−i −3i

17.3 (4) − 37 + 43 i 10 i
11
+ 10
3
17.3 (3) 13 i
16
− 13
11
17.3 (2) 17.3 (1) 1 + i
 Lesson 17 Complex Numbers – 69/96 –

 Exercise 17.4 Simplify the expression.

1
(1) (−i)8 (2) i15 (3) i2017 (4)
i2018

17.4 (4) −1 17.4 (3) i 17.4 (2) −i 17.4 (1) 1

 Exercise 17.5 Evaluate the function p(x) = 2x 2 − 3x + 5 at x = 1 − i. Write your answer in the form a + bi.

17.5 2 − i
2
 Exercise 17.6 Evaluate the function g(x) = ix 2 − x + x−1 at x = i − 1. Write your answer in the form a + bi.

− 57 i 5
11
17.6
 Lesson 18 Complete the Square
√ √ √
The Square Root Property Suppose that X 2 = d. Then X = d or X = − d, or simply X = ± d.
Complete the Square The square root property provides another ideal to solve a quadratic equation, which is by
completing the square. This method is based on the following observations:
 2 
b b 2

x2 + b x + = x+ ,
2 2
b
and more generally, let f (x) = ax 2 + bx + c , and h = − 2a , then
b 2 4ac − b2
 
ax 2 + bx + c = a(x − h)2 + f (h) = a x + + .
2a 4a2
The procedure to rewrite a trinomial as the sum of a perfect square and a constant is called completing the square.
 2  2
Solving by Completing the Square using x 2 + bx + b2 = x + b2
Example 18.1 Solve the equation x 2 + 2x − 1 = 0.
Solution
Step 1. Isolate the constant.
 2 x 2 + 2x = 1
2
Step 2. With b = 2, add 2 to both sides to complete a square for the binomial x 2 + bx .
 2  2
2 2 2
x + 2x + =1+
2 2
2
2

x+ =1+1
2
(x + 1)2 = 2
Step 3. Solve the resulting equation using the square root property.
√ √
x+1= 2 or x+1=− 2
√ √
x = −1 + 2 or x = −1 − 2

Example 18.2 Solve the equation −2x 2 + 8x − 9 = 0.

Solution
Step 1. Isolate the constant.
−2x 2 + 8x = 9
Step 2. Divide by −2 to rewrite the equation in x 2 + Bx = C form
9
x 2 − 4x = −
2
−4 2
 
Step 3. With b = −4, add 2 = 4 to both sides to complete the square for the binomial x 2 − 4x .
9
x 2 − 4x + 4 = − + 4
2
2 1
(x − 2) = −
2
Step 4. Solve the resulting equation and simplify.
i i
x−2= √ or x − 2 = −√
2 2
√ √
2 2
x =2+ i or x =2− i
2 2

Another way to complete the square is to use the formula ax 2 + bx + c = a(x − h)2 + f (h).

Note
 Lesson 18 Complete the Square – 71/96 –

 Exercise 18.1 Solve the quadratic equation by the square root property.
(1) 4x 2 = 20 (2) 2x 2 − 6 = 0

18.1 (2) x = ± 3 18.1 (1) x = ± 5

√ √
 Exercise 18.2 Solve the quadratic equation by the square root property.
(1) (x − 3)2 = 10 (2) 4(x + 1)2 + 25 = 0

18.2 (2) x = −1 ± 25 i 18.2 (1) x = 3 ± 10

√
 Lesson 18 Complete the Square – 72/96 –

 Exercise 18.3 Solve the quadratic equation by completing the square.

(1) x 2 − 6x + 25 = 0 (2) x 2 + 4x − 3 = 0 (3) x 2 − 3x − 5 = 0

2 18.3 (3) x = 18.3 (2) x = −2 ± 7 18.3 (1) x = 3 ± 4i

3± 29 √
√

 Exercise 18.4 Solve the quadratic equation by completing the square.

(1) x 2 + x − 1 = 0 (2) x 2 + 8x + 12 = 0 (3) 3x 2 + 6x − 1 = 0

3 18.4 (3) x = −1 ± 18.4 (2) x = −6 or x = −2 2 18.4 (1) x =

2 3 −1± 5
√ √
 Lesson 19 Quadratic Formula

The Quadratic Formula The solutions of a quadratic equation in the standard form ax 2 + bx + c = 0 with
a ≠ 0 are given by the quadratic formula
p
−b ± b2 − 4ac
x= .
2a
The quantity b2 − 4ac is called the discriminant of the quadratic equation.
If b2 − 4ac > 0, the equation has two real solutions.
If b2 − 4ac = 0, the equation has one real solution.
If b2 − 4ac < 0, the equation has two imaginary solutions (no real solutions).
Example 19.1 Determine the type and the number of solutions of the equation (x − 1)(x + 2) = −3.
Solution
Step 1. Rewrite the equation in the form ax 2 + bx + c = 0.
(x − 1)(x + 2) = −3
x2 + x + 1 = 0
Step 2. Find the values of a, b and c .
a = 1, b = 1 and c = 1.
Step 3. Find the discriminant b2 − 4ac .
b2 − 4ac = 12 − 4 · 1 · 1 = −3.
The equation has two imaginary solutions.

Example 19.2 Solve the equation 2x 2 − 4x + 7 = 0.

Solution
Step 1. Find the values of a, b and c .
a = 2, b = −4 and c = 7.
Step 2. Find the discriminant b2− 4ac .
b − 4ac = (−4)2 − 4 · 2 · 7 = 16 − 56 = −40.
2

Step 3. Apply the quadratic formula and simplify.

p √ √ √
−b ± b2 − 4ac −(−4) ± −40 4 ± 2 10i 10
x= = = =1± i.
2a 2·2 4 2
Example 19.3 Find the base and the height of a triangle whose base is three inches more than twice its height and
whose area is 5 square inches. Round your answer to the nearest tenth of an inch.
Solution
Step 1. We may suppose the height is x inches. The base can be expressed as 2x + 3 inches.
Step 2. By the area formula for a triangle, we have an equation.
1
x(2x + 3) = 5.
2
2
Step 3. Rewrite the equation in ax + bx + c = 0 form.
x(2x + 3) = 10
2x 2 + 3x − 10 = 0.
Step 4. By the quadratic formula, we have p
−3 ± 32 − 4 · 2 · (−10)
p
−3 ± 89
x= = .
√ 2·2 4
−3+ 89
Since x can not be negative, x = 4 ≈ 1.6 and 2x + 3 ≈ 6.2.
The height and base of the triangle are approximately 1.6 inches and 6.2 inches respectively.
 Lesson 19 Quadratic Formula – 74/96 –

 Exercise 19.1 Determine the number and the type of solutions of the given equation.
(1) x 2 + 8x + 3 = 0 (2) 3x 2 − 2x + 4 = 0 (3) 2x 2 − 4x + 2 = 0

19.1 (3) One real solution 19.1 (2) Two imaginary solutions 19.1 (1) Two real solutions

 Exercise 19.2 Solve using the quadratic formula.

(1) x 2 + 3x − 7 = 0 (2) 2x 2 = −4x + 5 (3) 2x 2 = x − 3

4 2 2
19.2 (3) x = 19.2 (2) x = 19.2 (1) x =
1 ± i 23 −2 ± 14 −3 ± 37
√ √ √
 Lesson 19 Quadratic Formula – 75/96 –

 Exercise 19.3 Solve using the quadratic formula.

1 2 1
(1) (x − 1)(x + 2) = 3 (2) 2x 2 − x = (x + 2)(x − 2) (3) 2x +x = 3

3 2 2
19.3 (3) x = 19.3 (2) x = 19.3 (1) x =
−3 ± 15 1 ± i 15 −1 ± 21
√ √ √
 Exercise 19.4 A triangle whose area is 7.5 square meters has a base that is one meter less than triple the height.
Find the length of its base and height. Round to the nearest hundredth of a meter.

≈ 6.23 meters. 2 ≈ 2.41 meters and the base is 6 19.4 The height is
−1+ 181 1+ 181
√ √
 Lesson 19 Quadratic Formula – 76/96 –

 Exercise 19.5 A rectangular garden whose length is 2 feet longer than its width has an area 66 square feet. Find
the dimensions of the garden, rounded to the nearest hundredth of a foot.

19.5 The width is 67 − 1 ≈ 7.19 feet and the length is 67 + 1 ≈ 9.19 feet.
p p
 Exercise 19.6 A 2 hour river cruise goes in a constant speed 16 miles upstream and then back again. The river has
a current of 3 miles an hour. What is the boat’s speed, rounded to the nearest hundredth of a mile/hour? How long is
the journey upstream, rounded to the nearest tenth of a hour?

19.6 The speed is 8 + 73 ≈ 16.54 miles/hour and the upstream journey is 16/(5 + 73) ≈ 1.2 hours.
√ √
 Lesson 20 Quadratic Functions

The Graph of a Quadratic Function The graph of a quadratic function f (x) = ax 2 + bx + c , a ≠ 0, is

called a parabola.
b
A quadratic function f (x) = ax 2 + bx + c can be written in the form f (x) = a(x − h)2 + k, where h = −
2a
b
 
and k = f (h) = f − .
2a
b
The line x = h = − is called the axis of symmetry of the parabola.
2a
b b
  
The point (h, k) = − , f − is called the vertex of the parabola.
2a 2a
The Minimum or Maximum of a Quadratic Function Consider the quadratic function f (x) = ax 2 +
bx + c , a ≠ 0.
b
 
If a > 0, then the parabola opens upward and f has a minimum f − at the vertex.
2a
b

If a < 0, then the parabola opens downward and f has a maximum f − at the vertex.
2a
Intercepts of a Quadratic Function Consider the quadratic function f (x) = ax 2 + bx + c , a ≠ 0.
The y -intercept is (0, f (0)) = (0, c).
The x -intercepts, if exist, are the solutions of the equation ax 2 + bx + c = 0.
Example 20.1 Does the function f (x) = 2x 2 − 4x − 6 have a maximum or minimum? Find it.
Solution
Step 1. Since a > 2, the function opens upward and has a minimum.
Step 2. Find the line of symmetry x = −b −(−4)
2a : x = 2·2 = 1.
Step 3. Find the minimum by plugging x = 1 into the function f . The minimum is
b
f (− ) = f (1) = 2 − 4 − 6 = −8.
2a
Example 20.2 Consider the function f (x) = −x 2 + 3x + 6. Find values of x such that f (x) = 2.
Solution
Step 1. Set up the equation for x .
−x 2 + 3x + 6 = 2
Step 2. Solve the equation −x 2 + 3x + 6 = 2.
We get x = −1 or x = 4.
The values of x such that f (x) = 2 are x = −1 and x = 44.

Example 20.3 A quadratic function f whose the vertex is (1, 2) has a y -intercept (0, −3). Find the equation that
defines the function.
Solution
Step 1. Write down the general form of f using only the vertex.
Quadratic functions with the vertex at (1, 2) are defined by y = a(x − 1)2 + 2, where a is a nonzero real number.
Step 2. Determine the unknown a using the remaining information.
Since (0, −3) is on the graph of the function, the number a must satisfy the equation −3 = a(0 − 1)2 + 2.
Step 3. Solving for a from the equation, we get a = −5.
The quadratic function f is given by f (x) = −5(x − 1)2 + 2.
 Lesson 20 Quadratic Functions – 78/96 –

 Exercise 20.1 Sketch the graph of the quadratic functions f (x) = −(x − 2)2 + 4 and find
5
(1) the coordinates of the x -intercepts, y
(2) the coordinates of the y -intercept, 4

(3) the equation of the axis of symmetry, 3

(4) the coordinates of the vertex. 2

(5) the interval of x values such that f (x) ≥ 0.
1

x
−3 −2 −1 1 2 3 4 5

−1

−2

−3

20.1 (5) [0, 4]. 20.1 (4) (2, 4), 20.1 (3) x = 2, 20.1 (2) (0, 0), 20.1 (1) (0, 0) and (4, 0),

 Exercise 20.2 Sketch the graph of the quadratic functions f (x) = x 2 + 2x − 3 and find
(1) the coordinates of the x -intercepts, 5 y

(2) the coordinates of the y -intercept, 4

(3) the equation of the axis of symmetry, 3

(4) the coordinates of the vertex.
2
(5) the interval of x values such that f (x) > 0.
1

x
−4 −3 −2 −1 1 2 3 4

−1

−2

−3

20.2 (1) (−3, 0) and (1, 0), 20.2 (2) (0, −3), 20.2 (3) x = −1, 20.2 (4) (−1, −4), 20.2 (5) (−∞, −3) ∪ (1, ∞).
 Lesson 20 Quadratic Functions – 79/96 –

 Exercise 20.3 Consider the parabola in the graph.

(1) Determine the coordinates of the x -intercepts. 5 y

(2) Determine the coordinates of the y -intercept. 4

(3) Determine the coordinates of the vertex. 3

(4) For what values of x is f (x) = −3. 2

(5) Find an equation for the function. 1

x
−5 −4 −3 −2 −1 1 2 3 4 5
−1

−2

−3

−4

−5

20.3 (5) f (x) = (x + 1)(x − 3)

20.3 (4) x = 0 or x = 2 20.3 (3) (1, −4) 20.3 (2) (0, −3), 20.3 (1) (−1, 0) and (3, 0),

 Exercise 20.4 Consider the parabola in the graph.

(1) Determine the coordinates of the x -intercepts. 5 y

(2) Determine the coordinates of the y -intercept. 4

(3) Determine the coordinates of the vertex. 3

(4) For what values of x is f (x) = 23 . 2

(5) Find an equation for the function. 1

x
−5 −4 −3 −2 −1 1 2 3 4 5
−1

−2

−3

−4

−5

20.4 (5) f (x) = − 21 (x − 1)(x + 3).

20.4 (4) x = 0 or x = −2 20.4 (3) (−1, 2) 20.4 (1) (−3, 0) and (1, 0), 20.4 (2) (0, 3/2),
 Lesson 20 Quadratic Functions – 80/96 –

 Exercise 20.5 A store owner estimates that by charging x dollars each for a certain cell phone case, he can sell
d(x) = 40 − x phone cases each week. The revenue in dollars is R(x) = xd(x) when the selling price of a
computer is x , Find the selling price that will maximize revenue, and then find the amount of the maximum revenue.

20.5 When the selling price is $20/each, the revenue reaches the maximum $400.

 Exercise 20.6 A ball is thrown upward from the ground with an initial velocity v0 ft/sec. The height h(t) of the
ball after t seconds is h(t) = −16t 2 + v0 t . The ball hits the ground after 4 seconds. Find the maximum height
and how long it will take the ball to reach the maximum height.

20.6 After 2 seconds the ball reaches its maximum hight 64 feet.
 Lesson 21 Rational and Radical Functions

p(x)
The Domain of a Rational Function A rational function f is defined by an equation f (x) = q(x) ,
where
p(x) and q(x) are polynomials and the degree of q(x) is at least one. Since the denominator cannot be zero, the
domain of f consists all real numbers except the numbers such that q(x) = 0
1
Example 21.1 Find the domain of the function f (x) = x−1 .
Solution Solve the equation x − 1 = 0, we get x = 1. Then the domain is {x | x ≠ 1}. In interval notation, the
domain is
(−∞, 1) ∪ (1, ∞).

The Domain of a Radical Function A radical function f is defined by an equation f (x) = n

r (x), where
p
√
r (x) is an algebraic expression. For example f (x) = x + 1. When n is odd number, r (x) can be any real
number. When n is even, r (x) has to be nonnegative, that is r (x) ≥ 0 so that f (x) is a real number.
√
Example 21.2 Find the domain of the function f (x) = x + 1.
Solution Since the index is 2 which is even, the function has real outputs only if the radicand x + 1 ≥ 0. Solve the
inequality, we get x ≥ −1. In interval notation, the domain is
[−1, ∞).
 Lesson 21 Rational and Radical Functions – 82/96 –

 Exercise 21.1 Find the domain of each function. Write in interval notation.
x2 √ √
(1) f (x) = x−2 (2) f (x) = x 2x−1 (3) f (x) = 2x − 3 (4) f (x) = x2 + 1

21.1 (4) (−∞, ∞). 21.1 (3) [ 23 , ∞) 21.1 (2) (−∞, −1) ∪ (−1, 1) ∪ (1, ∞) 21.1 (1) (−∞, 2) ∪ (2, ∞)

 Exercise 21.2 Find the domain of each function. Write in interval notation.
2x √
(2) f (x) = xx−2 1
q
(1) f (x) = 1 − x+3 2 −4 (3) f (x) = 1 − x 2 (4) f (x) = − x−5

21.2 (1) (−∞, −3) ∪ (−3, ∞) 21.2 (2) (−∞, −2) ∪ (−2, 2) ∪ (2, ∞) 21.2 (3) [−1, 1] 21.2 (4) (5, ∞).
 Lesson 22 Exponential Functions

Exponential Functions Let b be a positive number other than 1 (i.e. b > 0 and b ≠ 1). The exponential
function f of x with the base b is defined as
f (x) = bx or y = bx .
Graphs of exponential functions:
y y

f (x) = bx f (x) = bx
0<b<1 b>1
1 1

x x

Note The exponential function f (x) = bx is an one-to-one function: any vertical line or any horizontal line


crosses the graph at most once. Equivalently, the equation bx = c has at most one solution for any real number c .
n
1

The Natural Number e The natural number e is the number to which the quantity 1 + approaches as n
n
takes on increasingly large values. Approximately, e ≈ 2.718281827.
Compound Interests After t years, the balance A in an account with a principal P and annual interest rate r is
given by the following formulas: nt
r

1. For n compounding periods per year: A = P 1 + .
n
2. For compounding continuously: A = P er t .
Example 22.1 A sum of $10, 000 is invested at an annual rate of 8%, Find the balance, to the nearest hundredth
dollar, in the account after 5 years if the interest is compounded
(1) monthly, (2) quarterly, (3) semiannually, (4) continuous.
Solution
Step 1. Find values of P , r , t and n. In this case, P = 10, 000, r = 8% = 0.08, t = 5 and n depends
compounding.
Step 2. Plug the values in the formula and calculate.
(1) “Monthly” means n = 12. Then
0.08 5·12
 
A = 10000 1 + ≈ 14898.46.
12
(2) “Quarterly” means n = 4. Then
5·4
0.08

A = 10000 1 + ≈ 14859.47.
4
(3) “semiannually” means n = 2. Then
5·2
0.08

A = 10000 1 + ≈ 14802.44.
2
(4) For continuously compounded interest, we have
A = 10000e0.08·5 ≈ 14918.25.

Example 22.2 The population of a country was about 0.78 billion in the year 2015, with an annual growth rate of
about 0.4%. The predicted population is P (t) = 0.78(1.004)t billions after t years since 2015. To the nearest
thousandth of a billion, what will the predicted population of the country be in 2030?
Solution The population is approximately
P (15) = 0.78(1.004)15 ≈ 0.828 billions.
 Lesson 22 Exponential Functions – 84/96 –

 Exercise 22.1 The value of a car is depreciating according to the formula: V = 25000(3.2)−0.05x , where x is the
age of the car in years. Find the value of the car, to the nearest dollar, when it is five years old.

22.1 $18692

 Exercise 22.2 A sum of $20,000 is invested at an annual rate of 5.5%, Find the balance, to the nearest dollar, in the
account after 5 years subject to
(1) monthly compounding, (2) continuously compounding.

22.2 (2) $26331 22.2 (1) $26314

 Lesson 22 Exponential Functions – 85/96 –

 Exercise 22.3 Sketch the graph of the function and find its range.  x
(1) f (x) = 3x (2) f (x) = 31
5 y
5 y

4
4

3
3

2
2

1
1

x
x
−3 −2 −1 1 2 3
−3 −2 −1 1 2 3

−1
−1

 Exercise 22.4 Use the given function to compare the values of f (−1.05), f (0) and f (2.4) and determine which
value is the largest
 x and which value is the smallest. Explain your answer.
 x
(1) f (x) = 25 (2) f (x) = 23

22.4 (2) Largest: f (−1.05); Smallest: f (2.4). 22.4 (1) Largest: f (2.4); Smallest: f (−1.05).
 Lesson 23 Logarithmic Functions

Logarithmic Function For x > 0, b > 0 and b ≠ 1, there is a unique number y satisfying the equation by = x .
We denote the unique number y by logb x , read as logarithm to the base b of x . In other words, the defining
relation between exponentiation and logarithm is
y = logb x if and only if by = x.
The function f (x) = logb x is called the logarithmic function f of x with the base b.
Graphs of logarithmic functions:
y y

f (x) = logb x
b>1

x x
1 1

f (x) = logb x
0<b<1

Common Logarithms and Natural Logarithms A logarithmic function f (x) with base 10 is called the
common logarithmic function and denoted by f (x) = log x .
A logarithmic function f (x) with base the natural number e is called the natural logarithmic function and denoted
by f (x) = ln x .
Basic Properties of Logarithms When b > 0 and b ≠ 1, and x > 0, we have
1. blogb x = x .
2. logb (bx ) = x .
3. logb b = 1 and logb 1 = 0.
Example 23.1 Convert between exponential and logarithmic forms.
(1) log x = 21 (2) 32x−1 = 5
Solution When converting between exponential and logarithmic forms, we move the base from one side to the other
side, then add or drop the log sign.
(1) Move the base 10 to the right side and drop the log from the left:
1
x = 10 2 .
(2) Move the 3 to the right and add log the the right:
2x − 1 = log3 5.

Example 23.2 Evaluate the logarithms.

1
(1) log4 2 (2) 10log( 2 ) (3) log5 (e0 )
Solution The key is to rewrite the log and the power so that they have the same base.
1
(1) log4 2 = log4 4 2 = 21 .
1 1
(2) 10log 2 = 10log10 2 = 21
(3) log5 (e0 ) = log5 1 = 0

Example 23.3 Find the domain of the function f (x) = ln(2 − 3x).
Solution The function has a real output if 2 − 3x > 0. Solving the inequality, we get x < 23 . So the domain of the
function is (−∞, 23 ).
 Lesson 23 Logarithmic Functions – 87/96 –

 Exercise 23.1 Write each equation into equivalent exponential form.

(1) log3 7 = y (2) 3 = logb 64 (3) log x = y (4) ln(x − 1) = c

23.1 (4) x − 1 = ec 23.1 (3) x = 10y 23.1 (2) b3 = 64 23.1 (1) 3y = 7

 Exercise 23.2 Write each equation into equivalent logarithmic form.

(1) 7x = 10 (2) b5 = 2 (3) e2y−1 = x (4) 10x = c 2 + 1

23.2 (4) x = log(c 2 + 1) 23.2 (3) 2y − 1 = ln x 23.2 (2) logb 2 = 5 23.2 (1) x = log7 10

 Exercise 23.3 Evaluate.

(1) log2 16 (2) log9 3 (3) log 10 (4) ln 1

23.3 (4) 0 23.3 (3) 1 2 23.3 (2) 23.3 (1) 4

1
 Lesson 23 Logarithmic Functions – 88/96 –

 Exercise 23.4 Evaluate.

1 √ 1
(1) eln 2 (2) log 10 3 (3) ln( e) (4) log2 ( 2 )

23.4 (4) −1 2 23.4 (3) 3 23.4 (2) 23.4 (1) 2

1 1

 Exercise 23.5 Find the domain of the function f (x) = log(x − 5). Write in interval notation.

23.5 (5, +∞)

 Exercise 23.6 Sketch the graph of each function and find its range.
(1) f (x) = log2 x (2) f (x) = log 1 x
2
3 y 3 y

2 2

1 1

x x
−1 1 2 3 4 5 −1 1 2 3 4 5

−1 −1

−2 −2

−3 −3
 Lesson 24 Properties of Logarithms

Properties of Logarithms For M > 0, N > 0, b > 0 and b ≠ 1, we have

1. (The product rule) logb (MN) = logb M + logb N
2. (The quotient rule) logb ( M
N ) = logb M − logb N .
3. (The power rule) logb (M ) = p logb M , where p is any real number.
p

loga M
4. (The change-of-base property) logb M = , where a > 0 and a ≠ 1. In particular,
loga b
log M ln M
logb M = and logb M = .
log b  √  ln b
8 y
Example 24.1 Expand and simplify the logarithm log2 x3 .
Solution  √ 
8 y
= log2 (8 y) − log2 (x 3 )
p
log2 3
x
1
= log2 8 + log2 (y 2 ) − 3 log2 x
1
= 3 + log2 y − 3 log2 x.
2
Example 24.2 Write the expression 2 ln(x − 1) − ln(x 2 + 1) as a single logarithm.
Solution
(x − 1)2
 
2 ln(x − 1) − ln(x 2 + 1) = ln((x − 1)2 ) − ln(x 2 + 1) = ln .
x2 + 1
Example 24.3 Evaluate the logarithm log3 4 and round it to the nearest tenth.
Solution On most scientific calculator, there are only the common logarithmic function LOG and the natural
logarithmic function LN . To evaluate a logarithm based on a general number, we use the change-of-base property.
In this case, the value of log3 4 is
log 4
log3 4 = ≈ 1.3.
log 3

Example 24.4 Simplify the logarithmic expression

log2 (x log 3 ) log3 2.

Solution
ln x ln 2
  
log2 (x ln 3 ) log3 2 = (ln 3 log2 x) log3 2 = ln 3 = ln x.
ln 2 ln 3
 Lesson 24 Properties of Logarithms – 90/96 –

 Exercise 24.1 Expand the logarithm andsimplify. √

 √ x2 y
(1) log(100x) (2) ln 10
e2 (3) logb ( 3 x) (4) log7 ( z )

24.1 (4) 2 log7 x + 21 log7 y − log7 z logb x 3

1
24.1 (3) 24.1 (2) ln 10 − 2 24.1 (1) 2 + log x

 q 2 Expand the logarithm and

Exercise 24.2 simplify.
√ √
x y
(1) logb (2) ln( (x 2 + 1)y −2 )
3
(3) log(x 10x − 10x)
p
5

log x + log(x − 1) 2 + 2 ln y 24.2 (3) 3 ln(x 2 + 1) − 3 24.2 (1) logb x + 21 logb y − 21 logb 5 24.2 (2)
1 1 2 1

 Exercise 24.3 Write as a single logarithm.

(1) 31 log x + log y (2) 21 ln(x 2 + 1) − 2 ln x (3) 1
3 log2 x − 3 log2 (x + 1) + 1

(x+1)3 24.3 (3) log2 x2 24.3 (2) ln 24.3 (1) log( 3 xy)
2 x x 2 +1
 3√   √ √
 Lesson 24 Properties of Logarithms – 91/96 –

 Exercise 24.4 Write as a single logarithm.

(1) 2 log(2x + 1) − 21 log x (2) 3 ln x − 5 ln y + 21 ln z (3) 3 log3 x − 2 log3 (1 − x) + 31 log3 (x 2 + 1).

(x−1)2 24.4 (3) log3 y5 24.4 (2) ln x 24.4 (1) log

x 3 x 2 +1 x3 z √
(2x+1)
 3√   √   2

 Exercise 24.5 Evaluate the logarithm and round it to the nearest hundredth.
1
(1) log2 10 (2) log3 5 (3) (4) log4 5 − log2 9
log5 2

24.5 (4) −2.01 24.5 (3) 2.32 24.5 (2) 1.46 24.5 (1) 3.32

 Exercise 24.6 Simplify the logarithmic expression

√
log3 (x 2 ) logy 3
.
log x

log y 24.6
1
 Lesson 25 Exponential and Logarithmic Equations

Solving Exponential and Logarithmic Equations To solve an exponential or logarithmic equation, the first
step is to rewrite the equation with a single exponentiation or logarithm. Then we can use the equivalent relation
between exponentiation and logarithm to rewrite the equation and solve the resulting equation.
Example 25.1 Solve the equation 102x−1 − 5 = 0.
Solution
Step 1. Rewrite the equation in the form bu = c :
102x−1 = 5.
Step 2. Take logarithm of both sides and simplify:
2x − 1 = log 5.
Step 3. Solve the resulting equation:
1
x= (log 5 + 1).
2
Example 25.2 Solve the equation log2 x + log2 (x − 2) = 3.
Solution
Step 1. Rewrite the equation in the form logb u = c :
log2 (x(x − 2)) = 3
Step 2. Rewrite the equation in the exponential form (moving the base):
x(x − 2) = 23
Step 3. Solve the resulting equation x 2 − 2x − 8 = 0. The solutions are x = −2 and x = 4
Step 4. Check proposed solutions. Both x and x − 2 has to be positive. So x = −2 is not a solution of the original
equation. When x = 4, we have log2 4 + log2 2 = 2 + 1 = 3. So x = 4 is a solution.

Solving Compound Interest Model

Example 25.3 A check of $5000 was deposited in a savings account with an annual interest rate 6% which is
compounded monthly. How many years will it take for the money to raise by 20%?
Solution The question tells us the following information: P = 5000, r = 0.06, n = 12, and A = 5000 · (1 +
0.2) = 6000. What we want to know is the number of years t . The compound interest model tells us that t satisfies
the following equation:
0.06 12t
 
6000 = 5000 1 + .
12
This is an exponential equation and can be solve using logarithms.
0.06 12t
 
5000 1 + = 6000
12
0.06 12t
 
1+ = 1.2
12
12t · log (1 + 0.06 ÷ 12) = 1.2
12t = log(1.2) ÷ log(1 + 0.06 ÷ 12)
t = log(1.2) ÷ log(1 + 0.06 ÷ 12) ÷ 12 ≈ 3.
So it takes about 3 years for the savings to raise by 20%.

Note When solving exponential and logarithmic equations, you may also use the one-to-one property if both sides
are powers with the same base or logarithms with the same base.
 Lesson 25 Exponential and Logarithmic Equations – 93/96 –

 Exercise 25.1 Solve the exponential equation.

(1) 2x−1 = 4 (2) 7e2x − 5 = 58

25.1 (2) x = ln 3 25.1 (1) x = 3

 Exercise 25.2 Solve the exponential equation.

2
(1) 3x −2x = e− ln 3 (2) 2(x+1) = 3(1−x)

ln 6 25.2 (2) x = 25.2 (1) x = 1

ln 3−ln 2
 Lesson 25 Exponential and Logarithmic Equations – 94/96 –

 Exercise 25.3 Solve the logarithmic equation.

√
(1) log5 x + log5 (4x − 1) = 1 (2) ln x + 1 = 1

25.3 (2) x = e2 − 1 4 25.3 (1) x =

5

 Exercise 25.4 Solve the logarithmic equation.

(1) log2 (x + 2) − log2 (x − 5) = 3 (2) log3 (x − 5) = 2 − log3 (x + 3)

25.4 (2) x = 6 25.4 (1) x = 6

 Lesson 25 Exponential and Logarithmic Equations – 95/96 –

 Exercise 25.5 For the given function, find values of x satisfying the given equation.
(1) f (x) = log4 x − 2 log4 (x + 1), f (x) = −1 (2) g(x) = log(2 − 5x) + log(−x), g(x) = 1

5 25.5 (2) x = 25.5 (1) x = 1

1− 51
√

 Exercise 25.6 Find intersections of the given pairs of curves.  

2
(1) f (x) = ex and g(x) = ex + 12. (2) f (x) = log7 21 (x + 2) and g(x) = 1 − log7 (x − 3)

25.6 (2) x = 5 25.6 (1) x = 2 ln 2

 Lesson 25 Exponential and Logarithmic Equations – 96/96 –
r nt
 Exercise 25.7 Using the formula A = P (1 + n ) to determine how many years, to the nearest hundredth, it will
take to double an investment $20,000 at the interest rate 5% compounded monthly.

25.7 14 years

 Exercise 25.8 Newton’s Law of Cooling states that the temperature T of an object at any time t satisfying the
equation T = Ts + (T0 − Ts )e−r t , where Ts is the the temperature of the surrounding environment, T0 is the initial
temperature of the object, and r is positive constant characteristic of the system, which is in units of time−1 time−1 . In
a room with a temperature of 22◦ C , a cup of tea of 97◦ C was freshly brewed. Suppose that r = ln 5/20 minute−1 .
In how many minutes, the temperature of the tea will be 37◦ C ?

25.8 20 minutes