Quadratic Functions 21 22 Quiz
2.1 2.2 Quiz
Describe the transformation of f = x2 represented by g.
Write a rule for g and identify the vertex.
Question 4.Let g be a translation 2 units up followed by a reflection in the x-axis and a vertical stretch by a factor of 6 of the graph of f = x2.
Question 5.Let g be a translation 1 unit left and 6 units down, followed by a vertical shrink by a factor of \ of the graph of f = 32.
Question 6.Let g be a horizontal shrink by a factor of \, followed by a translation 1 unit up and 3 units right of the graph of f = 2 11.
Graph the function. Label the vertex and axis of symmetry.
g = \
Question 12.f = 0.4x
Question 13.A grasshopper can jump incredible distances, up to 20 times its length. The height of the jump above the ground of a 1-inch-long grasshopper is given by h = \x2 + x, where x is the horizontal distance of the jump. When the grasshopper jumps off a rock, it lands on the ground 2 inches farther. Write a function that models the new path of the jump.
Question 14.A passenger on a stranded lifeboat shoots a distress flare into the air. The height of the flare above the water is given by f = -16t, where t is time since the flare was shot. The passenger shoots a second flare, whose path is modeled in the graph. Which flare travels higher? Which remains in the air longer? Justify your answer.
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The Chapter 6 Resource Mastersincludes the core materials needed for Chapter 6. These materials include worksheets, extensions, and assessment options. All of the materials found in this booklet are included for viewing, printing, and editing Mid-Chapter Test This 1-page test provides an option to assess the first half of All of the materials found in this booklet are included for viewing, printing, and Then find the roots and graph the related function. Real Estate A developer wants to Part I 23C x 3 undefined? The topics covered in this chapter are factorials, permutations, fundamentals of counting, probability of compound and Chapter 6 51 Glencoe Algebra 1.
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Lesson 24 Modeling With Quadratic Functions
Essential QuestionHow can you use a quadratic function to model a real-life situation?
EXPLORATION 1Modeling with a Quadratic Function
Work with a partner. The graph shows a quadratic function of the formP = at2 + bt + cwhich approximates the yearly profits for a company, where P is the profit in year t.a. Is the value of a positive, negative, or zero? Explain.b. Write an expression in terms of a and b that represents the year t when the company made the least profit.c. The company made the same yearly profits in 2004 and 2012. Estimate the year in which the company made the least profit.d. Assume that the model is still valid today. Are the yearly profits currently increasing, decreasing, or constant? Explain.
EXPLORATION 2Modeling with a Graphing CalculatorWork with a partner. The table shows the heights h of a wrench t seconds after it has been dropped from a building under construction.a. Use a graphing calculator to create a scatter plot of the data, as shown at the right. Explain why the data appear to fit a quadratic model.b. Use the quadratic regression feature to find a quadratic model for the data.c. Graph the quadratic function on the same screen as the scatter plot to verify that it fits the data.d. When does the wrench hit the ground? Explain.
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How can you use a quadratic function to model a real-life situation?
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Glencoe Algebra 2 Chapter 5 Test Form 2c AnswersGlencoe Mcgraw Hill Algebra 2 Chapter 5 Quiz Answers Glencoe Algebra 2 Answer Key Chapter 5 Fact0r 2×2 _ 33,2 + 8x 12y completely. If the polynomial SCORE _. _ Assessment. 16. Glencoe Algebra 2 Chapter 5 Assessment Answer Key fr Form 2C. use frequently you might forget 1 / 2 of the instructions
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Free Algebra 1 Diagnostic Tests
Algebra I focuses on solving quadratic functions using the quadratic formula and FOIL, as well as graphing parabolas and manipulating their appearance through changes made to the source equation. Other concepts that may be introduced at various points within Algebra I classes are statistics and probability, percent, and percent change. While not directly related to the overarching ideas of equations, functions, and graphs, these concepts may be taught in a way that mirrors the back-and-forth logic used to teach students about functions and their graphs. For instance, a focus when learning percents is how to convert a percent to a decimal and vice versa, and when expressing the probability of an event occurring, students also necessarily figure out the probability of the event not occurring. The mathematical concepts that students master in Algebra I form the core of their mathematical understanding in many later classes in math and the sciences.
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Lesson 13 Modeling With Linear Functions
Essential QuestionHow can you use a linear function to model and analyze a real-life situation?
EXPLORATION 1Modeling with a Linear FunctionWork with a partner. A company purchases a copier for $12,000. The spreadsheet shows how the copier depreciates over an 8-year period.a. Write a linear function to represent the value V of the copier as a function of the number t of years.b. Sketch a graph of the function. Explain why this type of depreciation is called straight line depreciation.c. Interpret the slope of the graph in the context of the problem.
EXPLORATION 2Modeling with Linear FunctionsWork with a partner. Match each description of the situation with its corresponding graph. Explain your reasoning.a. A person gives $20 per week to a friend to repay a $200 loan.b. An employee receives $12.50 per hour plus $2 for each unit produced per hour.c. A sales representative receives $30 per day for food plus $0.565 for each mile driven.d. A computer that was purchased for $750 depreciates $100 per year.
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How can you use a linear function to model and analyze a real-life situation?
Question 4.Use the Internet or some other reference to find a real-life example of straight line depreciation.a. Use a spreadsheet to show the depreciation.b. Write a function that models the depreciation.c. Sketch a graph of the function.
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Solving Linear Inequalities Study Skills: Analyzing Your Errors
2.12.4 What Did You Learn?
Representing Linear Inequalities, p. 57
Multiplication and Division Properties of Inequality , p. 68Multiplication and Division Properties of Inequality , p. 69
Section 2.4Solving Multi-Step Inequalities, p. 74Special Solutions of Linear Inequalities, p. 75
Question 1.Explain the meaning of the inequality symbol in your answer to Exercise 47 on page 59. How did you know which symbol to use?Answer:In Exercise 47 on page 59,The inequality symbol we used is: The meaning of is Less than or equal to In Exercise 47,It is given that the Xianren bridge arch is the longest natural arch with a length of 400 feet i.e., there is no arch longer than the Xianren bridge arch and the remaining natural arches are shorter than the Xianren archHence,The lengths of all the arches including the Xianren arch will be represented by the inequality symbol
Question 2.In Exercise 30 on page 66, why is it important to check the reasonableness of your answer in part before answering part ?Answer:In part , it is given that you have to beat your competitor with your score.So,Your score must be greater than your competitorThen only you can solve part .
Lesson 23 Focus Of A Parabola
Essential QuestionWhat is the focus of a parabola?EXPLORATION 1Analyzing Satellite DishesWork with a partner. Vertical rays enter a satellite dish whose cross section is a parabola. When the rays hit the parabola, they reflect at the same angle at which they entered. a. Draw the reflected rays so that they intersect the y-axis.b. What do the reflected rays have in common?c. The optimal location for the receiver of the satellite dish is at a point called the focus of the parabola. Determine the location of the focus. Explain why this makes sense in this situation.
EXPLORATION 2Analyzing SpotlightsWork with a partner. Beams of light are coming from the bulb in a spotlight, located at the focus of the parabola. When the beams hit the parabola, they reflect at the same angle at which they hit. Draw the reflected beams. What do they have in common? Would you consider this to be the optimal result? Explain.
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What is the focus of a parabola?
Question 4.Describe some of the properties of the focus of a parabola.
Question 1.Use the Distance Formula to write an equation of the parabola with focus F and directrix y = 3.
Identify the focus, directrix, and axis of symmetry of the parabola. Then graph the equation.
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1 Chapter 5 test form 2a answers algebra 1. Standard Form 2. Vertex Form Write in vertex form by completing the square. Then identify the vertex. y = x2 – 12x + 24 24 Chapter 5 test form 2a answers algebra 1. Write your answers in interval notation .
Title: Algebra 2 Chapter 5 Test Form 2a Answers Author: wiki.ctsnet.org-Claudia Baier-2020-12-28-21-10-05 Subject: Algebra 2 Chapter 5 Test Form 2a Answers
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contain a Spanish version of Chapter 5 Test Form 2A and Form 2C. … presents up to twenty of the key vocabulary terms from the chapter. Students are to record definitions and/or examples for each term. You may suggest that students … Chapter 5 3 Glencoe Algebra 1 Anticipation Guide Linear Inequalities
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