Topic 1.

1 Change in Tandem (Daily Video 1)

AP Precalculus
In this video, we will explore how a graph allows us to track how the values of two quantities
change together.
Goal: Track one rider as they complete one full trip around the Ferris
wheel.
1. What quantities are we tracking? Sketch them on the diagram.

2. How are these two quantities changing?

Interpretation of the y-intercept (0,5): The rider’s

Rider’s height above the ground height above the ground is feet when they get
in terms of their distance along the arc on the Ferris wheel and have traveled feet along
the arc.

Minimum height: What is the rider’s minimum height

above the ground? How many times is that height
reached?
Express your answers to the above questions as
ordered pairs.

Maximum height: Locate a point on the graph where the rider is the maximum height above the
ground. What are the coordinates of this point? Write an interpretation of the coordinates of
this point in the context of a Ferris wheel ride.

How is the height of the rider above the ground How is the height of the rider above the ground
changing before reaching the maximum height? changing after reaching the maximum height?
Circle one. Circle one.
increasing decreasing increasing decreasing

What should we take away?

• Graphs track how ____ .

• When we describe a graph, we should talk about:

• ___-intercept(s) and/or ___-intercept(s)

• Intervals over which the function is _______________ or __________________

• __________________ and/or ____________________ points

Topic 1.1 Change in Tandem (Daily Video 2)
AP Precalculus
In this video, we will investigate how two quantities change together, how to calculate that rate
of change, and how to visualize this through the concavity of the graph.

Example 1: Let’s explore why the graph from Topic 1.1 was curved and
what that curvature tells us about HOW these quantities change
together.

Coordinating Amounts of Change: Let’s systematically explore how the output changes for equal
changes in the input.

As you watch the video use red and blue to fill in the
picture.

1. Partition the horizontal axis into equal-sized chunks

2. Focus on one of these intervals
3. Identify corresponding points on the graph
4. Determine corresponding change in the output
5. Compare how the output changes for equal changes in
the input.

What does the “red” segment represent? ___________________________________________________

What does the “blue” segment represent? ___________________________________________________

This type of diagram, that shows both the change in the _________________ and the change in the

_______________ is sometimes called a _____________________________________________________.

If, for equal changes in the ___________, the corresponding change in the ___________ is increasing,

then the graph is ___________________________.

So, how does the graph describe aspects of the Ferris Wheel phenomena? Complete the diagram
in red and blue as you watch the video.

As the rider travels equal distances along the

___________, the distance above the ground

increases by _________________________.

Let’s Practice:

If, for equal changes in the ____________, the corresponding change in the _____________ is

decreasing, then the graph is _________________________.

What should we take away?

• _______________________________ describes how two quantities change together.

• A graph is ______________________ if, for equal changes in the __________________, the

corresponding change in ____________ is ______________________________

• A graph is ______________________ if, for equal changes in the __________________, the

corresponding change in the ______________ is _________________________.

Topic 1.2 Rates of Change (Daily Video 1)
AP Precalculus
In this video, we will define average rate of change and explore how to use average rate of
change to solve problems.

Let’s Review!

The Rate of change describes how the independent and dependent

variables change together.

We can visualize how variables change together on the graph by

looking at the corresponding change in 𝑥 (Δ𝑥) and the change
in 𝑦 (Δ𝑦) on the graph.

Example: In What Way Does the Temperature Change?

The table below gives the temperature in Baltimore, MD, on July 5, 2022. The independent variable
is the number of hours since midnight and the dependent variable is the temperature in degrees
Fahrenheit.
In what way does the temperature change
between 6 a.m. and 9 a.m.?
What is the change in time? Δ𝑥 = ______

What is the change in temperature?

Δ𝑓(𝑥) = ______

Draw the slope triangle on the graph.

Average Rate of Change over the interval Average Rate of Change over the interval
[𝒙𝟏 , 𝒙𝟐 ] [𝟔, 𝟗]
The ratio of the change in output values to the
change in input values over the specified Δ𝑓(𝑥) 𝑓(9) − 𝑓(6)
= = =
interval of the domain. Δ𝑥 9−6

Δ𝑓(𝑥) Interpretation: If the temperature changed by

= the same amount each hour between 6 a.m.
Δ𝑥 𝑥2 − 𝑥1
and 9 a.m., the temperature would have
increased by _________ degrees Fahrenheit per
hour.
Practice Computing Average Rate of Change
The table below gives the temperature in Baltimore, MD, on July 5, 2022. The independent variable
is the number of hours since midnight and the dependent variable is the temperature in degrees
Fahrenheit.
Compute the average rate of change for the following intervals of the
domain, then interpret that average rate of change. Show your work.

Δ𝑓(𝑥)
A. [9,11] =
Δ𝑥
If the temperature changed by the same amount each hour between
_____ a.m. and ______ a.m., the temperature would have increased by
_________ degrees Fahrenheit per hour.

Δ𝑓(𝑥)
B. [11,12] =
Δ𝑥

If the temperature changed by the same amount each hour between _____ a.m. and ______ a.m., the
temperature would have increased by _________ degrees Fahrenheit per hour.

Δ𝑓(𝑥)
C. [12,17] =
Δ𝑥

If the temperature changed by the same amount each hour between _____ a.m. and ______ a.m., the
temperature would have decreased by _________ degrees Fahrenheit per hour.

Assumptions of Average Rate of Change

What should we take away?

• Average rate of change is the ratio of the change in _________ _________ to the change in
input values over the specified interval of the domain.
• Average rate of change describes how two quantities would have changed together if the
output consistently changed by the same amount over a specified interval of the domain.
Topic 1.2 Rates of Change (Daily Video 2)
AP Precalculus
In this video, we will attempt to improve our estimate of a function’s rate of change by working
with average rate of change over various intervals.
Example!
In 2008, Usain Bolt set a world-record time running the 100-meter sprint; he ran 100 meters in 9.69
seconds. What was Bolt’s average speed over the entire race?
Δdistance 100 m
= = _______________________
Δtime 9.69 s
Average speed is a type of average rate of change.

Interpreting Average Speed The table below gives the time recorder every
Did Bolt run 10.32 meters every second? 50 meters during Bolt’s 2008 race.

Δdistance 50 − 0
= = ____________
Δtime 5.50 − 0

Δdistance 100 − 50
= = ____________
Δtime 9.69 − 5.50

Was 10.32 meters per second the fastest that Is a speed of 10.32 meters per second a good
Bolt ran? approximation for Bolt’s speed 4 seconds into
the race?

The table below gives the time recorded every 10 meters during Bolt’s 2008 race.

Fill in the third row of the table by calculating the average speed over each of these 10 m intervals.
Workspace:

Was Bolt running the fastest as he crossed the finish line? ___________________
What was Bolt’s fastest speed? _________________

What should we take away?

• Computing average speed over a long period of time gives an estimate of bolt’s actual
speed. Looking at the average speed over shorter intervals of time gives a ___________
approximation of Bolt’s actual speed throughout the race.
• In general, we can better describe _______ _____ __________ by determining the average rate
of change over smaller and smaller intervals of the domain.
Topic 1.3 Rates of Change in Linear and Quadratic Functions (Daily Video 1)
AP Precalculus
In this video, we will review the idea of average rate of change and explore what an average rate
of change value conveys about how two quantities’ values are related.

Let’s WARM UP!

Monica is running a 100-meter race. Since she is

the starting line (meters

Monica’s distance from
younger than the other runners, the race official gave
her a 10-meter head start. We are given a graph that
represents Monica’s distance from the start
“in terms of” the number of seconds since the race
began.
The points on the graph represent the corresponding
distance-time pairs as Monica is running the race
seconds since the start of the race

The point (12,100) indicates that Monica is _________meters from the _______________________,
___________seconds after the race began.

Write an interpretation of what the y-intercept indicates in the context of Monica’s 100-meter race?

________________________________________________________________________________________

________________________________________________________________________________________

Calculate Monica’s average rate of change. What constant speed is needed by Monica to
Show all your work. Draw and label a rate of run 90 meters in 12 seconds?
change triangle on the graph above.
Draw a graph on the grid above of Monica’s
distance from the start in terms of the number
of seconds since the race began, if Monica ran
at this constant speed.

Example: Representing Average Rate of Change Using Function Notation

We are given that the volume of air in a spherical balloon varies with
!
the balloon’s radius, 𝑟, according to the formula 𝑉(𝑟) = " 𝜋𝑟 " .
Use function notation to represent the average rate of change of the
balloon’s volume, 𝑉(𝑟), in terms of its radius, 𝑟, as the balloon’s radius
increases from 2 to 5 inches. Include units in your answer. Show all
work.
Example: Using Constant Rate of Change to Estimate Future Values
Juan is traveling on a curvy road to attend his friend’s Do you think Juan drove at a
wedding. After driving for 90 minutes (3/2 hours) on the constant speed on this curvy road?
curvy road, Juan’s odometer indicated he had traveled 60 If he could drive at a constant
miles. What was Juan’s average speed over that 60-mile speed, what is the value of this
stretch of the road. Include units in your answer. Show all constant speed, in miles per hour,
work. so he went 60 miles in 90 minutes?

As Juan is driving, he notices that his friend’s wedding

begins in 15 minutes (1/4 hours). According to his
navigation system, he has 7 more miles (of driving on the
curvy road) to the wedding destination. Using the average
rate of change 40 mph you already computed, will Juan
make it to the wedding on time? Justify your answer.

What should we take away?

The average rate of change of a function over some interval of its domain is the __________ rate of
change, m , that produces the same ______ ___________ in the function’s output quantity on the
specified interval of the function’s domain, as what was achieved by the function.

Δ𝑦 𝑦# − 𝑦$
𝑚= =
Δ𝑥 𝑥# − 𝑥$

Δ𝑦

Δ𝑥
Topic 1.3 Rates of Change in Linear and Quadratic Functions (Daily Video 2)
AP Precalculus
In this video, we will explore how the average rate of change of the average rate of change varies
over intervals of a function’s domain.

Let’s WARM UP!

Let’s consider a graph that represents a car’s distance (in
feet) north of a stop sign in relation to the number of
seconds since the car began to move.

Use the graph to fill in the blanks.

The car’s distance north of the stop sign
$$$$%$$$$$& as the time after the car started moving
____________________
#$
!"#$%&'%'/)%#$%&'%'
increases from t = ______ to t = ______ seconds.

Complete the table to the right.

Is the car speeding up, slowing down, or

moving at a constant rate of change?
(Circle one)
How do you know? Use the values in the
table to explain your answer below.

What kind of pattern are the average rates of change following over successive
#$$%$$& equally sized intervals
!" +$)%$
of 2? Explain your reasoning below.
The pattern is __________________________ because __________________________________________
Example: A truck’s distance north of a stop sign
The concave down graph to the right represents a

stop sign
truck’s distance north of a stop sign in relation to the

stop sign
number of seconds since it started moving.

thethe
north ofof
Use the information in the graph to fill in the blanks

in feetnorth
below.
The truck stops heading north away from the stop sign,

in feet
Distance
turns around, and heads south toward the stop sign at

Distance
time t = ____ seconds because the graph stops
______________________ and starts #$$$$$%$$$$$&
#$$$$$%$$$$$& ______________________ .
!"#$%&'!",/)%#$%&'!", !"#$%&'!",/)%#$%&'!",
# of seconds
# of secondssince the
since the car truck started
started to move to move

Fill in the values in the table to the right and use the
values in the table to fill in the following blanks.
The truck’s average rate of change in #$ $$%$$$& is
______________ 2
-"!.'
______________________ on the interval 0 < 𝑡 < 6 seconds
#$$$$$%$$$$$& 1
!"#$%&'!",/)%#$%&'!",
1
because the graph of the truck’s distance north of the
stop sign is #$$$$$%$$$$$&
______________________ . 2
#+"#&/% -0⁄#+"#&/% )+1"

Example: Water flowing in a bottle

The height of the water’s average rate of
change in inches per cup is
______________________ on the interval
#$$$$$%$$$$$&
!"#$%&'!",/)%#$%&'!",

because the graph of the height of the

water is #$$$$$%$$$$$&
______________________ .
#+"#&/% -0⁄#+"#&/% )+1"

What should we take away?

If a function’s graph is concave up on an interval of the function’s domain, the function’s average
rate of change ______________ on successive fixed intervals of this interval of the function’s domain.
If a function’s graph is ______________ on an interval of the function’s domain, the function’s
average rate of change decreases on successive fixed intervals of this interval of the function’s
domain.
Topic 1.4 Polynomial Functions and Rates of Change (Daily Video 1)
AP Precalculus
In this video, we will learn the vocabulary for polynomials and discuss maximums, minimums,
global maximums, global minimums, and inflection points.

Definition of a Polynomial Function: Example of a Polynomial Function

Let n be a nonnegative integer and let 𝒇(𝒙) = 𝒙𝟒 + 𝟐𝒙𝟑 − 𝟒𝒙𝟐 − 𝒙 + 𝟐
𝑎! , 𝑎!"# , 𝑎!"$ , ⋯ , 𝑎$ , 𝑎# , 𝑎% be real numbers where 𝑎! ≠ 0.
The leading term is the term with
𝒏 𝒏"𝟏 𝒏"𝟐 𝟐
𝒑(𝒙) = 𝒂𝒏 𝒙 + 𝒂𝒏"𝟏 𝒙 + 𝒂𝒏"𝟐 𝒙 + ⋯ + 𝒂𝟐 𝒙 + 𝒂𝟏 𝒙 the ___________degree of the given
+ 𝒂𝟎 variable and the leading coefficient
then 𝒑(𝒙) is a polynomial function in terms of 𝒙 with is the coefficient of the leading term.
degree 𝒏.

A polynomial function of degree 𝑛 has at most 𝑛 − 1 turning points. Turning

points are the relative (or local) maximums and the minimums on a graph. In
other words, turning points are where a function switches from increasing to
decreasing, or vice versa.
Example: Given 𝑓(𝑥) = 𝑥 , − 3𝑥 $ − 2𝑥 + 1, how many turning points does the
graph have? At most ___________.

Relative Minimum Relative Maximum

Where a graph switches from Where a graph switches from
() ))))*)))))+ to()
____________________ ))))*)))))+.
____________________ () ))))*)))))+ to ()
____________________ ____________________
))))*)))))+
"#$%&'("#)/+&$%&'("#) "#$%&'("#)/+&$%&'("#) "#$%&'("#)/+&$%&'("#) "#$%&'("#)/+&$%&'("#)
This can also occur at an end point of This can also occur at an end point of
a polynomial that has a restricted a polynomial that has a restricted
domain. domain.

Global Minimum Global Minimum

The lowest of all the minimums on a The highest of all the maximums on a
graph. graph.

Inflection Point: This occurs where the graph of a polynomial function changes from concave-up to
concave-down or concave-down to concave-up. Occurs at input values where the rate of change of
the function changes from increasing to :; ;;;;<;;;;;=or from decreasing to :;
____________________ ____________________
;;;;<;;;;;=
-./0123-.4/61/0123-.4 -./0123-.4/61/0123-.4
Let’s Practice!
Problem #1: Given the graph to the right,
which of the points are the following:
Give approximate values.
1. Global maximum

2. The global minimum occurs at ...

3. The relative maximums occur at ...

4. The relative minimums occur at ... Note: While the x values of the points indicated
are where the extrema (minima; maxima) occur,
5. Inflection points the output (or y) value is considered the actual
maximum or minimum.

Problem #2: Given the polynomial 𝑓(𝑥) = 2𝑥 7 − 3𝑥 $ − 8𝑥 + 1

A. What is the degree of the polynomial? ______________
B. What is the leading coefficient? _________________
C. How many turning points does the graph have? _____________

What should we take away?

• The definition of a polynomial
• What the leading term is and what it tells us about the graph.
• The key points on a polynomial: maximums, minimums, and inflection points
• The difference between relative and global
• How to find the number of turning points on a graph
Topic 1.4 Polynomial Functions and Rates of Change (Daily Video 2)
AP Precalculus
In this video, we will explore how rates of change behave at different key points of a polynomial
function.
Roller Coaster Polynomial
A portion of a roller coaster’s path is modeled by the
polynomial ℎ(𝑡) = 𝑡 ! − 7𝑡 " + 14𝑡 + 8, where t is time in
seconds, and ℎ(𝑡) is the height, in meters.
Where on the graph is the average rate of change of ℎ(𝑡)
positive? Choose any two points where the graph is
increasing. Mark them on the graph and draw a line
between them.
Where on the graph is the average rate of change of ℎ(𝑡)
negative? Choose any two points where the graph is
decreasing. Mark them on the graph and draw a line
between them.
What is the average rate of change between the relative maximum of the graph and the
relative minimum of the graph? Use a graphing calculator to find the relative maximum
and minimum points of ℎ(𝑡) = 𝑡 ! − 7𝑡 " + 14𝑡 + 8. You will need both coordinates of
these points. What is the average rate of change between these two points? Show your work below.

What is the average rate of change between the One of the inflection points is at (2.333, 15.259).
absolute maximum of the graph and the What happens to the rate of change before that
absolute minimum of the graph? Show your point and after that point?
work below. The rate of change approaching the inflection
point is 45 55556555557 ... Then, after
____________________
#$%&'()#$*/,'%&'()#$*
inflection point, the rate of change begins to
55556555557...
____________________
45
#$%&'()'/,'%&'()'

What should we take away?

• When a graph is _____________, its average rate of change is positive.
• When a graph is _____________, its average rate of change is negative.
• At an inflection point, the rate of change changes from ______________to ______________
or vice versa.
Topic 1.5 Polynomial Functions and Complex Zeros (Daily Video 1)
AP Precalculus
In this video, we will learn how to find the zeros (both real and complex) of a polynomial function.

Let’s WARM UP!

Zeros of a Polynomial Function
If 𝑎 is a complex number and 𝑝(𝑎) = 0 then 𝑎 is called a ____________ of 𝑝, or a ___________ of the
polynomial function 𝑝.
If 𝑎 is a real number, then (𝑥 − 𝑎) is a ___________ factor of 𝑝 if and only if 𝑎 is a zero of 𝑝.

Example: 𝒑(𝒙) = 𝒙𝟑 − 𝟒𝒙
Check: 𝑝(0) =_______________________
Factor:
𝑝(2) =_______________________
𝑝(𝑥) =_______________________________
Solve: 0 = 𝑥(𝑥 + 2)(𝑥 − 2) 𝑝(−2) =______________________
𝑥 =_______________________

Looking at Zeros Graphically

Remember that a real ____________of a function is a point at which the graph
crosses the x-axis, which is called an ___________________.
Don’t forget that there can be nonreal zeros that can’t be seen on the graph.
They come in complex conjugate pairs.
For example, if 𝑥 = 2 + 3𝑖 is a zero of the function, then its complex
conjugate 𝑥 = _____________________ is also a zero.

Number of Complex Roots

The number of complex roots a polynomial has is equal to the
_________________ of the polynomial.
Example: 𝒇(𝒙) = 𝒙𝟒 + 𝒙𝟑 + 𝟏𝟎𝒙𝟐 − 𝟏𝟔𝒙 − 𝟗𝟔
There should be _______ complex zeros. Using a graphing calculator, we find
that zeros are
𝑥 =______ and 𝑥 =______ , and two complex zeros 𝑥 =_____ and 𝑥 =_____.
Let’s Find the Zeros of a Polynomial Function
Example 1: Find the zeros of Example 2: Find the zeros of
𝑓(𝑥) = 𝑥 $ + 2𝑥 % − 15𝑥 𝑓(𝑥) = 𝑥 & + 2𝑥 % − 64
Factor: 𝑓(𝑥) = ________________________ Factor: 𝑓(𝑥) = ________________________
Set 𝑓(𝑥) = 0: _______________________ Set 𝑓(𝑥) = 0: _______________________
Set the factors equal to zero and solve. Show Set the factors equal to zero and solve. Show
your work in the space below. your work in the space below.
Example 3: Given the zero 𝑥 = 2 + 3𝑖, find the other zeros of the polynomial function
𝑓(𝑥) = 𝑥 $ − 8𝑥 % + 29𝑥 − 52.
Find the second complex zero: 𝑥 =_________________

Graph the function to find the third zero: 𝑥 =__________

Write out all of the zeros: 𝑥 =______; 𝑥 =______; 𝑥 =______

Multiplicty of a Zero
The multiplicty of a zero is how many times the zero’s factor appears in a given polynomial.
If the zero’s multiplicity is odd, then the graph If the zero’s multiplicity is
will cross through the zero on the x-axis. even, then the graph will
be tangent to the x-axis
at that point, because the
signs of the output values
are the same for input
values near 𝑥 = 𝑎.
𝑓(𝑥) = 𝑥 & − 10𝑥 $ + 36𝑥 % − 54𝑥 + 27
𝑓(𝑥) = (𝑥 − 3)% (𝑥 − 1)&
Factor: 𝑓(𝑥) = ________________________
Set 𝑓(𝑥) = 0: _______________________
Set 𝑓(𝑥) = 0: _______________________ Set the factors equal to zero and solve. Show
Set the factors equal to zero and solve. Show your work in the space below.
your work in the space below.

Multiplicty of a Zero Viewed Graphically

𝑓(𝑥) = 𝑥(𝑥 − 4)% (𝑥 + 2)

Zeros: 𝑥 =________ Multiplicity: ________

𝑥 =________ Multiplicity: ________
𝑥 =________ Multiplicity: ________

What should we take away?

• The highest power of a polynomial function’s variable states how many zeros the function has.
• To find the zeros of a polynomial function, either ________ the polynomial (if possible) or use
a graphing calculator.
• All complex zeros come in complex ____________ pairs.
Topic 1.5 Polynomial Functions and Complex Zeros (Daily Video 2)
AP Precalculus
In this video, we will learn how to tell if a polynomial function is odd or even, practice finding
zeros and matching graphs to their zeros.

What do odd and even mean in terms of a graph?

Even: The graph is symmetric over the y-axis or Odd: The graph is symmetric over the origin or
the line x = 0. the point (0,0).

Even and Odd: Analytically

Even Symmetry Odd Symmetry
𝒇(−𝒙) = 𝒇(𝒙) 𝒇(−𝒙) = −𝒇(𝒙)
If substituting (−𝑥) for the variable and If substituting (−𝑥) for the variable and
simplifying gives you the exact same signs as simplifying gives you the exact opposite signs
the original polynomial, then it has even as the original polynomial, then it has odd
symmetry. symmetry.
Example: 𝒇(𝒙) = 𝒙𝟒 − 𝟐𝒙𝟐 Example: 𝒇(𝒙) = 𝟐𝒙𝟑 − 𝟐𝒙

Substituting: 𝒇(−𝒙) =______________________ Substituting: 𝒇(−𝒙) =______________________

Simplifying: 𝒇(−𝒙) =_______________________ Simplifying: 𝒇(−𝒙) =_______________________

State Whether the Graph is Even or Odd

Is the function 𝑓(𝑥) = 5𝑥 $ − 5𝑥 % even or odd?
For it to be even, 𝑓(−𝑥) = 𝑓(𝑥)
Substituting: 𝑓(−𝑥) =______________________

Simplifying: 𝑓(−𝑥) =_______________________

Is the function 𝑓(𝑥) = 5𝑥 $ − 5𝑥 % even or odd?

Circle the correct choice.
Practice Problem #1
Given 𝑓(𝑥) = (𝑥 − 3)(𝑥 + 2)& (𝑥 + 6)% , state the zeros, their multiplicity, and what the graph does at
those points: cross through the x-axis or be tangent to the x-axis.
Zeros: 𝑥 =________ Multiplicity: ________ Graph: ______________
𝑥 =________ Multiplicity: ________ Graph: ______________
𝑥 =________ Multiplicity: ________ Graph: ______________

Practice Problem #2 Practice Problem #3

Given the following graph of a polynomial Given the following table, what is the lowest-
equation, what is its equation? degree polynomial function it could represent?
Circle the correct choice.
A. 𝑓(𝑥) = 𝑥(𝑥 − 4)(𝑥 + 2) A. Degree: 2

B. 𝑓(𝑥) = (𝑥 + 4)(𝑥 − 2) B. Degree: 3

C. 𝑓(𝑥) = (𝑥 + 4)(𝑥 − 2)' C. Degree: 4

D. 𝑓(𝑥) = (𝑥 − 2)(𝑥 + 4)' D. Degree: 1

Open-Response Practice Problem

Given the polynomial function: 𝑓(𝑥) = 𝑥 % − 2𝑥 ' − 4𝑥 − 16. You are allowed to use your
graphing calculator to graph 𝑓(𝑥).
A. How many complex zeros could the function have? Explain how you know below.

B. What is (are) the x-intercept(s) of the graph? _____________________

C. Are there any non-real zeros? Explain how you know below.

D. Does the graph of the polynomial have even or odd symmetry? _____________
Substituting: 𝑓(−𝑥) =____________________________________________

Simplifying: 𝑓(−𝑥) =_____________________________________________

What should we take away?

The graph of a function has _________ symmetry when 𝑓(−𝑥) = 𝑓(𝑥) and _________ symmetry
when 𝑓(−𝑥) = −𝑓(𝑥).
Topic 1.6 Polynomial Functions and End Behavior (Daily Video 1)
AP Precalculus
In this video, we will learn explore how to know the end behavior of polynomial functions based
on their equations.

Let’s WARM UP!

Leading Term Practice
Find the leading term of the following polynomials.
1. 𝑓(𝑥) = 3𝑥 ! − 2𝑥 " − 4𝑥 + 1 __________ 2. 𝑓(𝑥) = −2𝑥 # + 𝑥 " − 4𝑥 $ + 1𝑥 − 8 ___________

3. 𝑓(𝑥) = −5𝑥 # + 𝑥 $ + 4𝑥 % + 12𝑥 & + 2 _____________

Definition of End Behavior

The end behavior of a graph is what the graph is doing as the input values move to the:
right without bound (to positive infinity) and the left without bound (to negative infinity).
Graph the function 𝑓(𝑥) = 4𝑥 $ Graph the function 𝑓(𝑥) = −4𝑥 $
As input values of the As input values of the
nonconstant polynomial function nonconstant polynomial function
increase without bound the increase without bound the
ouput values ________________ ouput values ________________
without bound. without bound.
As input values of the nonconstant polynomial As input values of the nonconstant polynomial
function decrease without bound the ouput function decrease without bound the ouput
values ________________ without bound. values ________________ without bound.

Graph the function 𝑓(𝑥) = 4𝑥 " Graph the function 𝑓(𝑥) = −2𝑥 '
As input values of the As input values of the
nonconstant polynomial function nonconstant polynomial function
increase without bound the increase without bound the
ouput values ________________ ouput values ________________
without bound. without bound.
As input values of the As input values of the
nonconstant polynomial function nonconstant polynomial function
decrease without bound the ouput values decrease without bound the ouput values
________________ without bound. ________________ without bound.
 End Behavior Summary

Let’s look at an EXAMPLE!

Given 𝑓(𝑥) = −4𝑥 " − 2𝑥 $ − 6 Given
describe the end behavior of the 𝑓(𝑥) = −𝑥 ! + 4𝑥 " − 6𝑥 $ + 5𝑥 &
graph of the polynomial. describe the end behavior of the
• Leading Coefficient: _______ graph of the polynomial.
• Power: _______ • Leading Coefficient: _______
• Sign: _______ • Power: _______
• Answer: 𝑥 → ∞ 𝑦 → ______ • Sign: _______
𝑥 → −∞ 𝑦 → ______ • Answer: 𝑥 → ∞ 𝑦 → ______
𝑥 → −∞ 𝑦 → ______

Let’s PRACTICE!

A
C
.
.
B
.

4 5
2
1
3

What should we take away?

• If the leading term is even powered, then both ends of the graph go in the ___________.
If the sign is ____________, both ends go up. If the sign is __________, both ends go down.
• If the leading term is odd powered, then the ends of the graph go in the _______________
directions. If the sign is _________, the left side goes down and the right side goes up. If the
sign is __________, the left side goes up and the right side goes down.
Topic 1.7 Rational Functions and End Behavior (Daily Video 1)
AP Precalculus
In this video, we will learn explore how rational functions are expressed and what effect changes
in the degrees of the numerator and denominator have on the function’s end behavior.

Let’s WARM UP!

Determine the degree of each of the following polynomials.
Example 1: 𝑓(𝑥) = 2𝑥 ! − 7𝑥 " + 1 degree = __________
Example 2: 𝑓(𝑥) = 2 + 3𝑥 degree = __________
Example 3: 𝑓(𝑥) = 5 degree = __________

What is a rational function? A rational function is represented as a quotient of two polynomials. Let
𝑓(𝑥) and 𝑔(𝑥) represent polynomial functions. Then the rational function 𝑟(𝑥) is given by
𝑓(𝑥)
𝑟(𝑥) = , where 𝑔(𝑥) ≠ 0.
𝑔(𝑥)

Your turn!
Determine which of the following represents a rational function. Circle the rational function(s).
# 2 3𝑥2 − 4𝑥 − 1
𝑓(𝑥) = 3𝑥 " − 4𝑥 − 1 ℎ(𝑥) = 𝑔(𝑥) =
3𝑥 − 1 3

End Behavior of Rational Functions

After examining the degree • Numerator degree > Denominator degree
of the numerator and the The end behavior will mirror the polynomial of the resulting
degree of the denominator quotient of ____________ __________.
of a rational function, the • Numerator degree = Denominator degree
following ideas can be used The end behavior approach the ______________ asymptote
to determine the end determined by the ratio of the leading terms.
behavior of the function. • Numerator degree < Denominator degree
The end behavior approach the horizontal asymptote ________.
Let’s look at an EXAMPLE!
𝑥" + 1
𝑓(𝑥) =
4𝑥 # + 5𝑥 + 1
Degree of the numerator: ________
Degree of the denominator: _______
𝑥"
Quotient of Leading Terms: = _____________
4𝑥 #
End Behavior: lim 𝑓(𝑥) = _________
$→&'

lim 𝑓(𝑥) = _________

$→'
 6𝑥 # + 1
𝑓(𝑥) =
3𝑥 # − 2𝑥 − 1
Degree of the numerator: ________
Degree of the denominator: _______
6
Ratio of Leading coefficients: = _____________
3
End Behavior: lim 𝑓(𝑥) = _________
$→&'
lim 𝑓(𝑥) = _________
$→'
3𝑥 + 1
𝑓(𝑥) =
8𝑥 " − 1
Degree of the numerator: ________
Degree of the denominator: _______
End Behavior: lim 𝑓(𝑥) = _________
$→&'

lim 𝑓(𝑥) = _________

$→'

What should we take away?

• Numerator degree > Denominator degree
The end behavior will mirror the polynomial of the resulting quotient of leading terms.
• Numerator degree = Denominator degree
The end behavior approach the horizontal asymptote determined by the ratio of the leading
terms.
• Numerator degree < Denominator degree
The end behavior approach the horizontal asymptote 𝑦 = 0.
Topic 1.7 Rational Functions and End Behavior (Daily Video 2)
AP Precalculus
In this video, we will learn explore about the connected relationship between a function’s end
behavior and the asymptotes of rational functions.

Limits at Infinity-Horizontal Asymptotes

𝑥−4
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏: 𝐹(𝑥) = !
6𝑥 − 1
For 𝐹(𝑥), as the input values increase without bounds, what happens to the output values?
1𝑥 4 1
4
− ! −
𝑥−4 𝑥! 𝑥! 8 = ⎛ 𝑥 ⎞ −
lim = lim 7 lim ⎜ ⎟ = = _____________
"→ ±& 6𝑥 ! − 1 "→ ±& 6𝑥 ! 1 "→ ±& 1 −
− ! − !
𝑥! 𝑥 𝑥
?@@@@⎝@A@@@@@B ⎠
'()*+(,-,,(++ (/ 012 34526
The horizontal asymptote is at 𝑦 = 0.

8𝑥 ! + 3𝑥 + 4
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟐: 𝐹(𝑥) = !
2𝑥 − 3𝑥 − 1
For 𝐹(𝑥), as the input values increase without bounds, what happens to the output values?
8𝑥 ! 3𝑥 4 3 4
! + + 8+ +
8𝑥 + 3𝑥 + 4 ! ! 𝑥 ! L = lim ⎛ ⎞ − −
lim = lim K 𝑥 ! 𝑥 ⎜ ⎟ = = _______
!
"→ ±& 2𝑥 − 3𝑥 − 1 "→ ±& 2𝑥 3𝑥 1 "→ ±& 3 1 − −
− !− ! 2− −
𝑥! 𝑥 𝑥
?@@@@@@A@@@@@@B
⎝ ⎠
'()*+(,-,,(++ (/ 012 34526
The horizontal asymptote is at 𝑦 =_______.
Let’s Practice! Determine the limits of each of the following functions, then determine the equation
of the horizontal asymptote(s), if any.
Example 1: Example 2:
3 2
𝑥 − 4𝑥 + 3𝑥 − 5 𝑥+4
𝐹(𝑥) = 𝐹(𝑥) =
3𝑥3 + 𝑥2 + 3𝑥 − 4 5𝑥2 − 6𝑥 − 4

lim 𝐹(𝑥) = ________ lim 𝐹(𝑥) = ________

𝑥→ ±∞ 𝑥→ ±∞

Horizontal Asymptote: Horizontal Asymptote:

𝑦 =________ 𝑦 =________

What should we take away?

Determining the end behavior of a rational function by finding limits at infinity can lead to
determining the ______________ asymptote(s) of the given function.
Topic 1.8 Rational Functions and Zeros (Daily Video 1)
AP Precalculus
In this video, we will learn how to find the zeros of a rational function and determine the intervals
of positive, negative, or undefined output values.
Let’s look at an EXAMPLE!
Example 1: Find the zeros of the rational Example 2: Find the zeros of the rational
function 𝑓(𝑥). First factor the rational function function 𝑓(𝑥). First factor the rational function
and then simplify. and then simplify.
𝑥! − 4 𝑥 " + 4𝑥 ! + 3𝑥
𝑓(𝑥) = 𝑓(𝑥) =
𝑥 ! + 3𝑥 − 10 𝑥 ! − 3𝑥 − 4

Find the zero(s) of 𝑓(𝑥). Find the zero(s) of 𝑓(𝑥).

Let’s PRACTICE!
Find the zero(s) of 𝑓(𝑥).
2𝑥 ! + 𝑥 − 1
𝑓(𝑥) =
𝑥! − 1

Let’s look at an EXAMPLE!

The zeros of both the numerator and denominator of a rational function,
𝑓(𝑥), create intervals that satisfy the inequalities 𝑓(𝑥) ≥ 0 or 𝑓(𝑥) ≤ 0.
𝑥! − 4 (𝑥 − 2)(𝑥 + 2)
𝑓(𝑥) = =
𝑥 + 3𝑥 − 10 (𝑥 − 2)(𝑥 + 5)
!

To determine the intervals where 𝑓(𝑥) is positive or negative, analyze the

sign of each factor at an x-value in the interval to determine the sign of the
final output. The first one has been done as an example.

Over the interval 𝑥 < −5, 𝑓(𝑥) > 0 because Over the interval −2 ≤ 𝑥 < 2, 𝑓(𝑥) ≥ 0 because
using using 𝑥 = ______ ⇒
($%$!)($%'!) ($)($)
𝑥 = −6 ⇒ ($%$!)($%'() ⇒ ($)($) ⇒ +
Over the interval 𝑥 > 2, 𝑓(𝑥) > 0 because
Over the interval −5 < 𝑥 < −2, 𝑓(𝑥) < 0
using 𝑥 = ______ ⇒
because using 𝑥 = ______ ⇒
Let’s PRACTICE!
Find the zero(s) of both the numerator and denominator of 𝑓(𝑥). Then
determine the intervals where 𝑓(𝑥) is positive or negative.

𝑥−1
𝑓(𝑥) =
𝑥! − 2𝑥 − 8

Over the interval 𝑥 < −2, 𝑓(𝑥) < 0 because Over the interval 1 ≤ 𝑥 < 4, 𝑓(𝑥) ≤ 0 because
using 𝑥 = ______ ⇒ using 𝑥 = ______ ⇒

Over the interval −2 < 𝑥 ≤ 1, 𝑓(𝑥) ≥ 0 because Over the interval 𝑥 > 4, 𝑓(𝑥) > 0 because
using 𝑥 = ______ ⇒ using
𝑥 = ______ ⇒

What should we take away?

• Finding zeros of a rational function requires simplifying rational functions, then finding the
zeros of the resulting polynomial in the numerator.
• Zeros of the numerator and the denominator of rational functions can identify endpoints
and/or asymptotes of intervals of positive and negative function values for the rational
function.
Topic 1.9 Rational Functions and Vertical Asymptotes (Daily Video 1)
AP Precalculus
In this video, we will investigate how to determine the vertical asymptote(s) of rational functions.
Let’s Warm up!
Find the real zeros of the following rational functions:

𝑥 ! + 2𝑥 𝑥! − 𝑥 − 6
𝑓(𝑥) = ! 𝑓(𝑥) =
𝑥 − 4𝑥 − 5 𝑥+2

Reminder: The real zeros of a rational function correspond to the real zeros of the numerator for the
values in the function’s domain.
Let’s look at an EXAMPLE!
Find the vertical asymptote(s) of the given rational function.
Example 1: Example 2:
𝑥 ! + 2𝑥 − 35 𝑥 ! + 3𝑥 + 2
𝑓(𝑥) = ! = 𝑓(𝑥) = % =
𝑥 − 3𝑥 − 10 𝑥 + 2𝑥 ! + 𝑥
Real zero of denominator: __________ Real zeros of numerator: _______________
Vertical asymptote at ___________ Real zeros of denominator: _______________
Vertical asymptote at ___________

Example 3:
Determine lim ! 𝑓(𝑥) and lim " 𝑓(𝑥).
"→$! "→$!

lim 𝑓(𝑥) =_______ lim 𝑓(𝑥) =_______

"→$!! "→$!+

Let’s PRACTICE!
Find the vertical asymptote(s) of the given rational function 𝑓(𝑥). Then
determine lim ! 𝑓(𝑥) and lim " 𝑓(𝑥).
"→$% "→$%

𝑥−8
𝑓(𝑥) = =
𝑥! − 5𝑥 − 24
Vertical asymptote at ___________ lim 𝑓(𝑥) = ________ lim 𝑓(𝑥) = ___________
"→$%! "→$%"

What should we take away?

Finding vertical asymptotes of a rational function requires examining the real zeros unique to the
__________________ and the behavior of the output values of a rational function near a vertical
asymptote either increase or decrease ______________________.
Topic 1.10 Rational Functions and Holes (Daily Video 1)
AP Precalculus
In this video, we will compare the multiplicity of zeros in the numerator and denominator of a
rational function in order to identify and determine holes in the graph of the function.
Let’s Warm up!
Determine the zeros and their multiplicity of the following polynomial.
𝐹(𝑥) = (𝑥 + 3)(𝑥 − 2)! (𝑥 + 1)"
Zero: _______ Multiplicity _____ Zero: _______ Multiplicity ______ Zero: ______ Multiplicity ______

Let’s look at an EXAMPLE and PRACTICE!

Determine where the function 𝑓(𝑥) has a hole in its graph.
Example: Determine the y-coordinate of the PRACTICE: Determine where the function 𝑓(𝑥)
hole in 𝑓(𝑥). has a hole and then determine the y-coordinate of

𝑥 ! + 2𝑥 − 35 the hole.
𝑓(𝑥) = ! =
𝑥 − 3𝑥 − 10 𝑥 ! − 16
𝑓(𝑥) = =
Real zeros of numerator: __________ 𝑥−4

Real zeros of denominator: __________ Hole at __________

𝑥 ! + 2𝑥 − 35 𝑥 ! − 16
lim lim = lim(𝑥 + 4) = ___________
#→& 𝑥 − 4 #→&
#→% 𝑥 ! − 3𝑥 − 10

𝑥+7 Coordinates of the hole:___________

= lim = ___________
#→% 𝑥 + 2

Coordinates of the
hole:___________

What should we take away?

• Finding the location of holes in the graph of a rational function requires examining the
common zeros of the polynomials in both the _______________ and __________________.
• The y-coordinate of a hole can be determined by examining the limiting behavior of a
function’s output values arbitrarily close to the __________________ of the hole.
Topic 1.11 Equivalent Expressions of Polynomials and Rational Functions
(Daily Video 1) Note: Video 1 should actually be Video 2. Video 1 and Video 2 are
in reverse order.
AP Precalculus
In this video, we will review how to convert polynomial and rational functions from standard form
to factored form and from factored form to standard form.
Let’s Warm up!
Basic Characteristics of a Polynomial Function
y-intercept: ______________ x-intercept: _____________________
Zeros: __________________ Axis of symmetry: _______________
Domain: ________________ Range: ________________
𝑓(𝑥) in factored form: ________________________ 𝑓(𝑥) in standard form: ________________________

Example: Write 𝑓(𝑥) = 𝑥 ! − 𝑥 " − 2𝑥 in factored form.

Basic Characteristics of a Rational Function

y-intercept: __________ horizontal asymptote: ___________
Zeros: ______________ vertical asymptote: _____________
Domain: ____________________ Range: __________________

𝑓(𝑥) in standard form: 𝑓(𝑥) in factored form:

Change to factored form. Change to standard form.

Let’s PRACTICE!
What is the equation of this function in factored form?
1
A) 𝑓(𝑥) = +2
𝑥−3
1
B) 𝑓(𝑥) = +3
𝑥−2
3𝑥 − 5
C) 𝑓(𝑥) =
𝑥−2
2𝑥 − 5
D) 𝑓(𝑥) =
𝑥−3

What is a possible Write the following function in standard form.

equation of this function 2𝑥 − 9
𝑓(𝑥) =
standard form? 𝑥−3

What should we take away?

We should be able to change __________________ functions and _________________ functions
from _______________ form to _______________ form and vice versa.
Topic 1.11 Equivalent Representations of Polynomial and Rational Expressions
(Daily Video 2) Note: Video 2 should actually be Video 1. Video 1 and Video 2 are
in reverse order.
AP Precalculus
In this video, we will compare dividing a polynomial by a linear factor with dividing an integer by
a smaller integer.
Long Division Warm up! Divide 425 by 12 and show your work.

Let’s PRACTICE!
Polynomial Division

What should we take away?

Dividing a polynomial by a linear factor is like dividing an integer by a smaller integer.
Topic 1.12 Transformations of Functions (Daily Video 1)
AP Precalculus
In this video, we will explore how and why an additive transformation impacts the graph of a
function.
Let’s WARMUP!
Invest $1,000 and Earn 20% Return per Year!
What is the equation of this function? _______________________
The equation of 𝑓(𝑥) is changed to 𝑓(𝑥) + 5. Describe how the graph of 𝑓(𝑥)
is changed.

The equation of 𝑓(𝑥) is changed to 𝑓(𝑥 − 1). Describe how the graph of 𝑓(𝑥)
is changed.

Let’s REVIEW!
Match the Direction with the Transformation

Let’s PRACTICE! What is the equation of the graph to the left?

What is the equation of the graph to the right?

What should we take away?

We should be able to recognize, based on graphs and/or equations, when an additive
transformation has occurred. 𝑓(𝑥) + 𝑘 is a _____________ shift and 𝑓(𝑥 + 𝑘) is a ______________
shift of the graph of 𝑓(𝑥).
Topic 1.12 Transformations of Functions (Daily Video 2)
AP Precalculus
In this video, we will explore how and why a multiplicative transformation impacts the graph of a
function. The graph of 𝑦 = 𝑓(𝑥)
Let’s Review!
𝑓(𝑥) is a piecewise defined function with a semicircle and 2 linear
pieces.

Additive transformations
The graph of 𝑔(𝑥) = 𝑓(𝑥) + 2 The graph of 𝑔(𝑥) = 𝑓(𝑥) − 3

The graph of 𝑔(𝑥) = 𝑓(𝑥 + 3) The graph of 𝑔(𝑥) = 𝑓(𝑥 − 2)

Let’s look at an EXAMPLE!

𝑔(𝑥) = 𝑎𝑓(𝑥) is a multiplicative transformation 𝑔(𝑥) = 𝑓(𝑏𝑥) is a multiplicative transformation
of the function 𝑓. The result is a ______________ of the function 𝑓. The result is a ______________
dilation of the graph of 𝑓 by a factor of _______. dilation of the graph of 𝑓 by a factor of _______.

Effect of Multiplying a Function by a Constant 𝒈(𝒙) = 𝒂𝒇(𝒙)

!
The graph of 𝑔(𝑥) = 2𝑓(𝑥) The graph of 𝑔(𝑥) = " 𝑓(𝑥) The graph of 𝑔(𝑥) = −𝑓(𝑥)

How were the 𝑦 −values

changed? This example was not included
How were the 𝑦 −values
changed? in the video. How were the
𝑦 −values changed?

• If |𝑎| > 1, the function is vertically _____________ by a • If 𝑎 < 0, the function has a
factor of 𝑎. vertical dilation by a factor
|𝑎| and is _____________
• If 0 < |𝑎| < 1, the function is vertically _____________ by a
over the 𝑥 −axis.
factor of 𝑎.
Effect of Multiplying 𝒙 by a Constant 𝒈(𝒙) = 𝒇(𝒃𝒙)

The graph of 𝑔(𝑥) = 𝑓(2𝑥) !

The graph of 𝑔(𝑥) = 𝑓 6# 𝑥7 The graph of 𝑔(𝑥) = 𝑓(−𝑥)

How were the 𝑥 −values

How were the 𝑥 −values changed? This example was not
changed? included in the video. How
were the 𝑥 −values changed?

• If |𝑏| > 1, the function is horizontally _____________ by a • If 𝑏 < 0, the function has a
! horizontal dilation by a
factor of " . !
• If 0 < |𝑏| < 1, the function is horizontally _____________ by a factor 8$8 and is

factor of
!
. _____________ over the
"
𝑦 −axis.
Let’s PRACTICE!
Identify the Transformation
The black (dashed) graph’s equation is 𝑓(𝑥) = 𝑥 " − 12𝑥.
How is the blue (solid) graph different?
The blue graph is a ________________ dilation.
The equation of for the blue graph has a form of 𝑔(𝑥) = ________________
What is the value of 𝑎? Explain your reasoning.

The equation of the transformed function is 𝑔(𝑥) = ________________

How is the blue (solid) graph different?

The blue graph is a ________________ dilation.
The equation of for the blue graph has a form of
𝑔(𝑥) = ________________

What is the value of 𝑏? Explain your reasoning.

The equation of the transformed function is 𝑔(𝑥) = ________________

What should we take away?
1. Given a function, produce the graph of a new function with multiplicative transformations.
2. Create an equation for a function given its parent function and its horizontal and vertical dilations.
Topic 1.13 Function Model Selection and Assumption Articulation (Daily Video 2)
AP Precalculus
In this video, we will use quadratic and cubic functions to model given scenarios and discuss
physical constraints on a function’s domain and range.
Let’s REVIEW!
Linear data sets have a ________________rate of Quadratic data sets have constant _______________
change. differences for equal increments of input.
Is Data Set A linear? Justify your answer. Is Data Set B linear or quadratic? Justify your
answer.

Let’s PRACTICE!
Is the data, to the right, linear or quadratic?
Justify your answer.

Is the data, to the right, linear or quadratic?

Justify your answer.

What should we take away?

Linear models always have a _______________ rate of change.
Quadratic models have a constant _______________ difference for equal increments of input.
Topic 1.13 Function Model Selection and Assumption Articulation (Daily Video 2)
AP Precalculus
In this video, we will use quadratic and cubic functions to model given scenarios and discuss
physical constraints on a function’s domain and range.
Let’s look at an EXAMPLE!
Volume of a Cylinder
Part 1: Suppose the volume of a right cylinder has a height, ℎ, that is twice the
length of its diameter, 𝐷. Identify, from the choices below, the function, 𝑉(𝑟), that
represents the volume of the cylinder in terms of the radius. Recall: 𝑉 = 𝜋𝑟 ! ℎ.
A. 𝑉(𝑟) = 𝜋𝑟 ! ℎ B. 𝑉(𝑟) = 2𝜋𝑟 ! 𝐷 C. 𝑉(𝑟) = 2𝜋𝑟 " D. 𝑉(𝑟) = 4𝜋𝑟 "

Part 2: Using the formula found in part 1, 𝑉(𝑟) =_________, what is a reasonable domain and range
for this problem and why?

Part 3: Using the formula found in part 1, 𝑉(𝑟) =_________, what is a reasonable domain and range
for this problem if the diameter can never be larger than 20 cm?
Domain: ____________________ Range: __________________________

What should we take away?

When we a dealing with “real-world” problems, we must always consider the _________________
___________________ of the scenario might put on the _________ values and _________ values.
Topic 1.14 Function Model Construction and Application (Daily Video 1)
AP Precalculus
In this video, we will explore quantities that are inversely proportional and build appropriate
models.
Let’s look at an EXAMPLE!
Suppose the output of a function, 𝑓(𝑥), is If we know that one data point of the function
inversely proportional to the square of its !
𝑓(𝑥) = is (10, 30) then what is the value of
input. "!
the constant 𝑘? Show how you arrived at your
Write an equation for 𝑓(𝑥) = ______________ answer.

What is the output for an input of 50 units?

𝑓(50) = __________

Let’s PRACTICE!
Suppose the price per pound, 𝑝(𝑞), of a
particular whole grain is inversely
proportional to the quantity, 𝑞, demanded.
Which of the following graphs could
represent this relationship? Circle a choice and explain your reasoning.

Write an equation for 𝑝(𝑞) if we know that the price per pound of whole grain is $4 when 2,000
pounds are being demanded. Show how you arrived at your answer.
𝑝(𝑞) = _______________

What should we take away?

If the output values and input values are inversely proportional, then as input values increase, output
values ________________ and as input values ___________________, output values increase.
Topic 1.14 Function Model Construction and Application (Daily Video 2)
AP Precalculus
In this video, we will compute average rates of change and compare the changes in those
average rates of change to draw conclusions about a given model.
Let’s REVIEW! Rational Function Review: Topics 1.7 – 1.9
3𝑡 + 1
𝑔(𝑡) =
𝑡+2
List the asymptotes for 𝑦 = 𝑔(𝑡): horizontal asymptote: _______________
vertical asymptote: _________________
State the domain and range: domain: ________________________________
range: __________________________________

Let’s look at an EXAMPLE!

Suppose that the previous function, 𝑔(𝑡), can be used to model the population of a
species since 1951 (𝑡 ≥ 0, measured in years) and 𝑔(𝑡) is the population (in thousands).

Calculate the value of 𝑔(0) and explain the State the range of 𝑔(𝑥) in the context of the
meaning of 𝑔(0) in the context of this problem. problem. Explain your reasoning.

Find the average rate of change between 𝑡 = 1 Compare the average rate of change between
and 𝑡 = 2 and the average rate of change 𝑡 = 1 and 𝑡 = 2 with the average rate of change
between 𝑡 = 8 and 𝑡 = 10. Be sure to use between 𝑡 = 8 and 𝑡 = 10. Be sure to use the
proper units. Show your work. context of the problem in your discussion.

Both average rates of change are positive over these The average rates of change are decreasing over
intervals so the graph of 𝑔(𝑡) is _________________. these intervals so the graph of 𝑔(𝑡) is
_____________________.

What should we take away?

When the rate of change over an interval is ___________, the function is increasing and when the rate
of change over an interval is ___________, the function is decreasing.
When the rates of change over an interval are increasing, the function is ________________ and when
the rates of change over an interval are decreasing, the function is ____________________.