Lesson 1: Multiplication of Polynomials

TERMS OF A POLYNOMIAL: When a polynomial is expressed as a monomial or a sum

of monomials, each monomial in the sum is called a term of the polynomial.
DEGREE OF A POLYNOMIAL: Is determined by the highest degree of its terms.

How many terms does the following polynomial have? What is its degree?

Exercise 1:
1. Multiply: (x + 7)(x - 2)

2. Multiply: (2x - 4)(3x - 5)

3. Multiply ( )( ) using the distributive property and

combine like terms.
4. Multiply ( )( ) using the distributive property and combine like
terms.

Exercise 2
Use the tabular method to multiply ( )( ) and combine like terms.
𝑥

𝑥 𝑥 𝑥
𝑥
𝑥 6

𝑥 6

Examples 1–2
1. Use the tabular method to multiply ( )( ) and combine
like terms.
2. Use the tabular method to multiply ( )( ) and combine like
terms.

3. Multiply the polynomials ( )( ) using a table.

Practice:
1. Use the tabular method to multiply and combine like terms.
a. ( )( )

b. ( )( 6 )

2. Multiply and combine like terms to write as the sum or difference of monomials.

c. ( 6 )

d. ( 6)

e. ( )( )
Lesson 2: The Division of Polynomials

Exploratory Challenge

1. Does ( )? Justify your answer.

* Notice: dividing the first terms gets you the first term of your answer and
dividing the last terms gets you the last term of your answer.

2. Divide:

3. Divide: 10626 by 23- without a calculator!

4. Let’s try dividing the following by using long division:

x  3 x 3  5x 2  7 x  3

Practice:
5. Find the quotient:
6. Divide 2x3 - 3x2 – 19x +30 by x – 3

7. Divide 2x3 + 8x2 – 3x – 12 by x + 4

8. Find the quotient:

9. Find the quotient:

10. Find the quotient:

11. Find the quotient:

Practice:
Solve these division problems.

1.

2.

3.

4.

5.
Lesson 2a: Dividing with a remainder

Opening Exercise
Find the following quotients, and write the quotient in standard form.

1. (m2 − 7m − 11) ÷ (m − 8)

2. (n2 − n − 29) ÷ (n − 6)
3. (a2 − 28) ÷ (a − 5)

4. (42x2 − 33) ÷ (7x + 7)

5. (n3 + 7n2 + 14n + 3) ÷ (n + 2)

6. ( p3 − 10p2 + 20p + 26) ÷ ( p − 5)

7. (50k3 + 10k2 − 35k − 7) ÷ (5k − 4)

Practice:
1. (2x2 − 17x − 38) ÷ (2x + 3)

2. (x3 + 5x2 − 32x − 7) ÷ (x − 4)

3. (x3 − 13x2 + 40x + 18) ÷ (x − 7)

Lesson 3: mixed operations

Exercises 1–6
Perform the indicated operation to write each polynomial in standard form.
1. ( )( ) 2. ( ) ( )

4. ( )( )( )
3.

5. ( ) ( ) ( ) 6. ( ) ( )
Exercises 7-9
Rewrite each polynomial in standard form by applying the operations in the
appropriate order.
( ) ( )
7.

8. ( )( ) ( )

9. ( )( ) ( ) ( )
 ( )
10.

11. What would be the first and last terms of the polynomial if it was rewritten in
standard form? Answer these quickly without performing all of the indicated
operations.
a. ( ) ( )

b. ( )( )( )
Practice:
Write each expression as a polynomial in standard form.

1. ( )( ) ( )( )

2. ( ) ( )

3.

4. ( ) ( )( )
5. What are the area and perimeter of the figure? Assume there is a right angle at
each vertex.

𝟐𝒙 𝟏𝟓

𝟏𝟓𝒙 𝟏𝟎

𝟔𝒙 𝟖

𝟏𝟎𝒙 𝟑𝟎
Lesson 4: Simplifying and multiplying Radicals

Example 1
Which of these statements are true for all , ? Explain your conjecture.
i.
ii.

iii. √ √ √

Express √ √ √ in simplest radical form and combine like terms.

Exercises 1–5

1. √ √ √

2. √ (√ √ )

3. a. √ b. √
4. a. √ b. √ c. √

5. a. √ b. √ c. √

6. √

7. √

8. √
Example 2
Multiply and combine like terms. Then explain what you notice about the two
different results.
(√ √ ) (√ √ )
(√ √ ) (√ √ )

Exercise 6
9. Find the product of the conjugate radicals.
(√ √ )(√ √ )

( √ )( √ )

(√ )(√ )
Exit Ticket

10. Rewrite each of the following radicals as a rational number or in simplest

radical form.
a. √

b. √

c. √

11. Find the conjugate of each of the following radical expressions.

a. √ √

b. √

c. √

12. Rewrite each of the following expressions as a rational number or in simplest

radical form.
a. √ (√ )

b. ( √ )

c. √ √
Practice:

1. Express each of the following as a rational number or in simplest radical form.

Assume that the symbols , , and represent positive numbers.
d. √

e. √

f. √

g. √

h. √

i. √

2. Express each of the following as a rational expression or in simplest radical

form. Assume that the symbols and represent positive numbers.
a. √ (√ √ )

b. ( √ )

c. √ √

d. (√ )(√ )

e. ( √ √ )( √ √ )
Lesson 5: Dividing Radicals and rationalizing denominators

Rational Numbers:
A rational number is a number that can be written as a ratio. That means it can be
written as a fraction, in which both the numerator and the denominator are
whole numbers.
Examples: whole numbers, fractions, repeating decimals, terminating decimals

Irrational Numbers:
All numbers that are not rational are considered irrational. An irrational number
can be written as a decimal, but not as a fraction. An irrational number has
endless non-repeating digits to the right of the decimal point.
Examples: repeating decimals, not perfect roots, π

Example 1 Dividing radicals:

√18𝑥 5
1.
√2𝑥 3

3
√162𝑦 5
2. 3
√3𝑦 2
We cannot leave a radical in a denominator, so when there is one we need to
rationalize the denominator.

2
3. Write in simplest radical form
√3

3√2
4. Write in simplest radical form
4√5

√3
5. Write in simplest radical form (we will use the conjugate)
5−2√3
6. Simplify each of the following quotients as far as possible.

a. (√21 − √3) ÷ √3

𝑏. (√5 + 4) ÷ (√5 + 1)

𝑐. (3 − √2) ÷ (3√2 − 5)
Example 2
Practice:
Rationalize each denominator:
6
1.
5√2

4
2.
3− √11

6
3.
2+ √7

2+ √3
4.
4− √3

1+ √5
5.
5− √5
 2
6.
4− √7

2−√5
7. Evaluate 5𝑥 2 − 10𝑥 when the value of 𝑥 is .
2
Lesson 6: Factoring completely

Example 1
Factor the following polynomials:
𝑥 2 − 2𝑥 − 4 𝑥2 − 9

(3𝑥 − 7𝑦)2 − (2𝑦)2 𝑥 6 − 25𝑦14

2𝑥 2 − 5𝑥 + 3 3𝑥 2 + 8𝑥 − 3
Example 2: Sum and difference of perfect cubes
factor out the perfect cube and then use our pattern rules from dividing
by x-a or x+a to see what will remain
EX: 𝑥 3 − 8 this is a difference of perfect cubes- 𝑥 3 − 23

Factor: (x-2)(𝑥 2 + 2𝑥 + 4)

Practice:
𝑥 3 − 27 𝑥 3 − 64

𝑥3 + 8 8𝑥 3 − 125

27𝑥 3 + 1 𝑥 3 𝑦 6 − 216

*Sums and differences of cubes can be factored by the formulas

𝑥 3 + 𝑎3 = (𝑥 + 𝑎)(𝑥 2 − 𝑎𝑥 + 𝑎2 )
𝑥 3 − 𝑎3 = (𝑥 − 𝑎)(𝑥 2 + 𝑎𝑥 + 𝑎2 )
Example 3: higher degree polynomials
𝑥 3 + 𝑥 2 − 2𝑥 − 2

𝑥 3 + 4𝑥 2 − 5𝑥 − 20

𝑥 3 − 9𝑥 2 + 24𝑥 − 16

2𝑥 3 − 𝑥 2 − 8𝑥 + 4
𝑥 4 − 13𝑥 2 + 36

𝑥 4 − 23𝑥 2 − 50

𝑥 5 − 10𝑥 3 + 21𝑥

𝑥 4 + 4𝑥 3 + 4𝑥 2 + 16𝑥
 Factoring the sum and difference of perfect cubes
a3 + b3 = (a + b)( a2 – ab + b2)
a3 - b3 = (a - b)( a2 + ab + b2)

Factor: x3 – 8
x3 - 23 a=x, b=2
(x - 2)(x2 + 2x + 4)

Factor: 27x3 + 1
(3x)3 + 13 a=3x, b=1
(3x + 1)(9x2 - 3x + 1)

Factor: x3y6 – 64
(xy2)3 - 43 a=xy2, b=4
(xy2 - 4)(x2y4+ 4xy2 + 16)
Practice:
2𝑥 3 + 2𝑥 2 − 12

3𝑥 3 𝑦 − 12𝑥𝑦

12𝑥 4 + 10𝑥 3 − 12𝑥 2

8𝑥 3 + 4𝑥 2 − 18𝑥 − 9
𝑥 3 + 5𝑥 2 − 4𝑥 − 20

𝑥 4 − 3𝑥 2 − 4

8𝑥 3 + 125

27𝑥 3 − 1
Algebra 2 Name___________________________________ ID: 1
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Factoring ALL methods Mixed Review Date________________ Period____

Factor each completely.
1) b 2 - 19b + 90 2) b 2 + 2b - 24

3) x 2 + 13 x + 30 4) p 2 - 3 p - 70

5) 4k 2 + 20k - 96 6) 4n 2 - 8n - 252

7) 6n 2 + 42n - 48 8) 4 x 2 + 12 x - 40

9) 6 x 2 - 45 x + 21 10) 15b 2 + 57b - 90

11) 42a 2 - 354a - 216 12) 21a 2 + 33a - 90

13) 15r 2 + 21r + 6 14) 10a 2 - 54a - 112

15) 9r 2 + 51r + 30 16) 9k 2 + 3k - 12

17) 15n 2 - 110n + 200 18) 6 p 2 + 33 p - 18

19) -30n 2 + 288n - 384 20) 10n 2 + 35n - 75

21) 20 x 2 + 195 x + 280 22) 48m 2 + 150m - 168

23) 16m 2 + 38m + 12 24) -12n 2 + 45n + 162

25) 12k 2 - 111k + 27 26) -18k 2 + 15k + 168

27) 7a 3 + 2a 2 + 42a + 12 28) 5 p 3 + 10 p 2 - 7 p - 14

29) 4m 3 + 8m 2 + 7m + 14 30) 16a 3 - 6a 2 - 8a + 3

31) 180 p 3 - 30 p 2 + 216 p - 36 32) 392m 3 - 112m 2 - 49m + 14

33) 343 p 3 + 196 p 2 + 196 p + 112 34) 8m 3 + 32m 2 - 8m - 32

Worksheet by Kuta Software LLC
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35) 4 x 2 - 1 36) 9r 2 - 25

37) 100n 2 - 16 38) 4n 2 + 32n + 64

39) 100m 4 - 120m 2 + 36 40) 18k 4 + 48k 2 + 32

41) 27 x 3 + 125 42) 64 x 3 + 27

43) 64a 3 - 1 44) 1 - 125 x 3

45) 64 x 3 - 27 y 3 46) 8 x 3 - 27 y 3

Worksheet by Kuta Software LLC

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Algebra 2 Name___________________________________ ID: 1
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Factoring ALL methods Mixed Review Date________________ Period____

Factor each completely.
1) b 2 - 19b + 90 2) b 2 + 2b - 24
(b - 10)(b - 9) (b + 6)(b - 4)
3) x 2 + 13 x + 30 4) p 2 - 3 p - 70
( x + 10)( x + 3) ( p - 10)( p + 7)
5) 4k 2 + 20k - 96 6) 4n 2 - 8n - 252
4(k - 3)(k + 8) 4(n - 9)(n + 7)
7) 6n 2 + 42n - 48 8) 4 x 2 + 12 x - 40
6(n - 1)(n + 8) 4( x + 5)( x - 2)
9) 6 x 2 - 45 x + 21 10) 15b 2 + 57b - 90
3(2 x - 1)( x - 7) 3(5b - 6)(b + 5)
11) 42a 2 - 354a - 216 12) 21a 2 + 33a - 90
6(7a + 4)(a - 9) 3(7a - 10)(a + 3)
13) 15r 2 + 21r + 6 14) 10a 2 - 54a - 112
3(5r + 2)(r + 1) 2(5a + 8)(a - 7)
15) 9r 2 + 51r + 30 16) 9k 2 + 3k - 12
3(3r + 2)(r + 5) 3(3k + 4)(k - 1)
17) 15n 2 - 110n + 200 18) 6 p 2 + 33 p - 18
5(3n - 10)(n - 4) 3(2 p - 1)( p + 6)
19) -30n 2 + 288n - 384 20) 10n 2 + 35n - 75
-6(5n - 8)(n - 8) 5(2n - 3)(n + 5)
21) 20 x 2 + 195 x + 280 22) 48m 2 + 150m - 168
5( x + 8)(4 x + 7) 6(m + 4)(8m - 7)
23) 16m 2 + 38m + 12 24) -12n 2 + 45n + 162
2(m + 2)(8m + 3) -3(n - 6)(4n + 9)
25) 12k 2 - 111k + 27 26) -18k 2 + 15k + 168
3(k - 9)(4k - 1) -3(3k + 8)(2k - 7)
27) 7a 3 + 2a 2 + 42a + 12 28) 5 p 3 + 10 p 2 - 7 p - 14
(a 2 + 6)(7a + 2) (5 p 2 - 7)( p + 2)
29) 4m 3 + 8m 2 + 7m + 14 30) 16a 3 - 6a 2 - 8a + 3
(4m 2 + 7)(m + 2) (2a 2 - 1)(8a - 3)
31) 180 p 3 - 30 p 2 + 216 p - 36 32) 392m 3 - 112m 2 - 49m + 14
6(5 p 2 + 6)(6 p - 1) 7(8m 2 - 1)(7m - 2)
33) 343 p 3 + 196 p 2 + 196 p + 112 34) 8m 3 + 32m 2 - 8m - 32
7(7 p 2 + 4)(7 p + 4) 8(m - 1)(m + 1)(m + 4) Worksheet by Kuta Software LLC
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35) 4 x 2 - 1 36) 9r 2 - 25
(2 x + 1)(2 x - 1) (3r + 5)(3r - 5)
37) 100n 2 - 16 38) 4n 2 + 32n + 64
4(5n + 2)(5n - 2) 4(n + 4) 2
39) 100m 4 - 120m 2 + 36 40) 18k 4 + 48k 2 + 32
4(5m 2 - 3) 2 2(3k 2 + 4) 2
41) 27 x 3 + 125 42) 64 x 3 + 27
(3 x + 5)(9 x 2 - 15 x + 25) (4 x + 3)(16 x 2 - 12 x + 9)

43) 64a 3 - 1 44) 1 - 125 x 3

(4a - 1)(16a 2 + 4a + 1) (1 - 5 x)(1 + 5 x + 25 x 2 )

45) 64 x 3 - 27 y 3 46) 8 x 3 - 27 y 3
(4 x - 3 y)(16 x 2 + 12 xy + 9 y 2 ) (2 x - 3 y)(4 x 2 + 6 xy + 9 y 2 )

Worksheet by Kuta Software LLC

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Lesson 7: Solving polynomial equations
Classwork
Opening Exercise
Find all solutions to the equation 𝑥 2 − 3𝑥 − 10 = 0

Y = 𝑥 2 − 3𝑥 − 10 is a polynomial function. We can represent a function by using p(x).

We can say the following:
(x-5) is a factor of 𝑥 2 − 3𝑥 − 10
5 is a zero of p(x)
5 is a root of p(x)=0
5 is an x-intercept of y=p(x) (let’s look at the graph on our calculator)

Find all solutions to the equation (𝑥 3 − 2𝑥 2 − 15x) = 0.

*Here we have 3 zeros so we should expect 3 x-intercepts. Let’s look at the graph.
* Notice that the degree of the polynomial matches the # of zeros
Exercise 1
1. Find the solutions of (𝑥 2 − 9)(𝑥 2 − 16) = 0. What is the degree of the
polynomial?

Example 1
Write the function whose zeros are 7 and -2

Suppose we know that the polynomial equation 4𝑥 3 − 12𝑥 2 + 3𝑥 + 5 = 0 has

three real solutions and that one of the factors of 4𝑥 3 − 12𝑥 2 + 3𝑥 + 5 is (𝑥 −
1). How can we find all three solutions to the given equation?
What are the zeros of y=(x+2)(𝒙 − 𝟓)𝟐

We say that 5 is a zero with multiplicity of 2. There are 3 zeros and the degree of
the polynomial is 3. Lets graph this function and look for the x-intercept on the
graph. We know there should be 3 zeros, but we only see 2 x-intercepts. Why?
This can happen either when there is multiplicity OR imaginary solutions.
Exercises 2–5
2. Find the zeros of the following polynomial functions, with their multiplicities.
Look at the graph to see how many x-intercepts there are.
a. 𝑓(𝑥) = (𝑥 + 1)(𝑥 − 1)(𝑥 + 1)2

b. 𝑔(𝑥) = (𝑥 − 4)3 (𝑥 − 2)8

c. ℎ(𝑥) = (2𝑥 − 3)5

3. Find a polynomial function that has the following zeros and multiplicities.
What is the degree of your polynomial?

Multipli
Zero
city
2 3
−4 1
6 6
−8 10

4. Is there more than one polynomial function that has the same zeros and
multiplicities as the one you found in exercise 3?
Yes. Consider (𝒙) = (𝒙𝟐 + 𝟓)(𝒙 − 𝟐)𝟑 (𝒙 + 𝟒)(𝒙 − 𝟔)𝟔 (𝒙 + 𝟖)𝟏𝟎 . Since there
are no real solutions to 𝒙𝟐 + 𝟓 = 𝟎, adding this factor does not produce a new
zero. Thus 𝒑 and 𝒒 have the same zeros and multiplicities but are different
functions.

5. Can you find a rule that relates the multiplicities of the zeros to the degree of
the polynomial function?
Yes. If 𝒑 is a polynomial function of degree 𝒏, then the sum of the
multiplicities of all of the zeros is less than or equal to 𝒏. If 𝒑 can be factored
into linear terms, then the sum of the multiplicities of all of the zeros is exactly
equal to 𝒏.
Practice:
For Problems 1–3, find all solutions to the given equations.
1. 𝑥 2 + 4𝑥 − 32 = 0

2. 15𝑥 2 + 14𝑥 − 8 = 0

3. x3 + 5x2 -2x – 10 = 0

4. Find four solutions to the equation (𝑥 2 − 9)(𝑥 4 − 16) = 0.

5. Find two different polynomial functions that have a zero at 2 of multiplicity 5
and a zero at −4 of multiplicity 3.

6. Find three solutions to the equation (𝑥 2 − 9)(𝑥 3 − 8) = 0.

Lesson 8: Solving equations using other methods
Classwork
Example 1
Find all solutions to 𝑥 3 + 3𝑥 2 − 9𝑥 − 27 = 0 by factoring the equation.

When we cannot factor a polynomial we have to use other methods in order to

find solutions. Two other methods we can use are completing the square and the
quadratic formula.

Completing the square:

Step 1: Move the loose number over to the other side.
Step 2: Factor out the leading coefficient of the left side
Step 3: Take half of the coefficient of the x-term, and square it. Add this square to
both sides of the equation.
Step 4: Factor the trinomial
Step 5: Take the square root of both sides (simplify radical)
Step 6: Move the loose number back over

Quadratic formula:

−𝑏±√𝑏 2 −4𝑎𝑐
X=
2𝑎
Find all real solutions to the equation (𝑥 2 − 6𝑥 + 3) = 0

Find all real solutions to the equation (2𝑥 2 − 4𝑥 − 7) = 0

Find all real solutions to the equation(𝑥 2 − 2𝑥 − 4) = 0.

Find all real solutions to the equation

(3𝑥 2 + 8𝑥 − 3) = 0
Exercise 2
Find all real solutions to 𝑥 3 − 8𝑥 2 − 2𝑥 + 16 = 0.

Exercise 3
Solve by completing the square: 𝑝2 + 14 p − 38 = 0

Solve: 𝑥 2 − 4x + 2 = 0
Problem Set

1. Solve each of the following equations by completing the square.

a. 𝑥 2 − 4𝑥 = −1

b. 3𝑥 2 − 9𝑥 = −6

2. Solve the following equation using the quadratic formula.

a. (6𝑥 2 − 7𝑥 + 2) = 0

3. Solve using any method.

a. (𝑥 2 − 5𝑥 + 5) = 0
Lesson 9: The structure of polynomial functions

Example 1
Graph the following polynomial function: (use your calculator)
a. ( ) ( )( )

What are the function’s zeros (counting multiplicities)?

What are the -intercepts to the graph of the function?

How does the degree of the polynomial function compare to the -intercepts of
the graph of the function?
Graph the following polynomial function: (use your calculator)
b. ( ) ( )( )( )( )

What are the function’s zeros (counting multiplicities)?

What are the -intercepts to the graph of the function?

How does the degree of the polynomial function compare to the -intercepts of
the graph of the function?
Example 2
Consider the function ( ) .
a. If ( ) is a factor of , find all factors of this polynomial.

b. Find the -intercepts for the graph of .

c. At which -values can the function change from being positive to negative
or from negative to positive?

* The highest point in any interval is called the relative maximum. The lowest
point in any interval is called the relative minimum. Why relative? Because it
might not be the maximum/minimum of the whole graph.
d. To sketch a graph of , we need to consider whether the function is
positive or negative on the four intervals , , ,
and . Why is that?

e. How can we tell if the function is positive or negative on an interval

between -intercepts?

f. For , is the graph above or below the -axis? How can you tell?

g. For , is the graph above or below the -axis? How can you tell?

h. For , is the graph above or below the -axis? How can you tell?

i. For , is the graph above or below the -axis? How can you tell?
j. Use the information generated in parts (f)–(i) to sketch a graph of .

k. Graph ( ) on the interval from using a graphing utility, and

compare your sketch with the graph generated by the graphing utility.
Discussion
For any particular polynomial, can we determine how many relative maxima or minima
there are? Consider the following polynomial functions and their graphs.
( ) ( )( ) ( ) ( )( )( ) ( ) ( )( )( )( )

Degree of each polynomial:

Number of -intercepts in each graph:

Number of relative maximum and minimum points shown in each graph:

What observations can we make from this information?

Is this true for every polynomial? Consider the examples below.

( ) ( ) ( )( ) ( ) ( )( )( )( )

Degree of each polynomial:

Number of -intercepts in each graph:

Number of relative maximum and minimum points shown in each graph:

What observations can we make from this information?

*A polynomial of degree may have up to -intercepts and up to relative
maximum/minimum points.
Practice:
1. Sketch a graph of the function ( ) by finding the zeros
and determining the sign of the values of the function between zeros.

2. A function has zeros at , , and 5. We know that ( ) and ( ) are

negative, while ( ) and ( ) are positive. Sketch a graph of .
Lesson 10: End behavior of polynomial functions

Example 1
Graph the following polynomial function:
a. ( ) ( )( )( )

What are the function’s zeros?

What are the solutions to f(x)=0?

What are the -intercepts?

How does the degree of the polynomial function compare to the ?

How many relative maxima and minima are there?

Example 2
Given the function: ( )
What is the largest possible number of x-intercepts?

What is the largest possible number of maxima and minima?

What is the actual number of x-intercepts?

What is the actual number of relative maxima and minima?

Example 3
Sketch a graph of ( ) by finding the zeros and
determining the sign of the function between zeros
Example 4
Graph: ( ) ( ) ( ) on the same set of axes.
a. Are there ends to the graph?

b. What can we say about the end behavior of the graphs?

Graph: ( ) Describe its end behavior

*Even degree functions have the same behavior at both ends. Either both ends
are increasing or both ends are decreasing.

Example 5
Graph: ( ) How does the end behavior differ from the previous
examples?

Graph: ( ) Describe its end behavior

*Odd degree functions have different behaviors at both ends. One end increases
and the other end decreases.
 Summary of end behaviors of polynomial functions:
Even-Degree Odd-Degree

Positive Leading Coefficient

𝑓(𝑥) 𝑥
𝑓(𝑥) 𝑥
Negative Leading Coefficient

𝑓(𝑥) 𝑥
𝑓(𝑥) 𝑥

The behavior of an even degree function is the same at each end. Both ends
increase or both ends decrease.

The behavior of an odd degree function is different at each end. One end
increases and one end decreases.

The sign of the leading coefficient determines the directions of the ends. The
rightmost end’s direction matches the sign of the leading coefficient. (+ finishes
upwards and – finishes downwards)
Example:
State the end behavior of the following function: a , where a>0

State the end behavior of the following function: a , where a<0

The Structure of Polynomials:

1. The degree of a polynomial
a. is the highest exponent of x when in standard form
f(x)=x5+2x-7
b. is the sum of the exponents of x when in factored form
f(x)=(x3+1)(x+4)2

2. The number of roots (zeros) is the same as the degree of the polynomial

3. The number of x-intercepts is less than or equal to the degree

a. If the roots are all real and unequal the number of x-intercepts is equal to
the degree
b. If any roots are equal or imaginary the number of x-intercepts will be less
than the degree

4. The x-intercepts separate the relative maxima and minima areas (alternating
signs)

5. The number of relative minima and maxima is 1 less than the degree

6. The end behavior of the curve depends on the degree and the sign of the
leading coefficient
Practice:

Without using a graphing utility, match each graph below in column 1 with the
function in column 2 that it represents.
a.

7.

b.
8.

c.
9.

d.
10.

e.
11.
Example:
Factor x6 – 64
a. As the difference between two squares

b. As the difference between two cubes

Lesson 11: Even and Odd Functions

Simplify each of the following:

(-x)2

(-x)3

(-x)8

(-x)11

If f(x) = 2x+3, find f(4)

If f(x) = 9x2-3x-1, find f(-4)

If f(x) = x2+3 find: f(5) f(-5)

f(-x)
The end behavior of the graph of a function tells us if the degree of the function is
odd or even.
1. If the ends go in the same direction, the function has an even degree
2. If the ends go in opposite directions, the functions has an odd degree

This is different than saying that the function is odd or even.

To determine whether a function is even or odd:

Determining if a function is even:
a) Geometrically: the y-axis is a line of symmetry of the graph of the function

b) Algebraically: f(-x) = f(x) (when you substitute -x for x you get the same
equation)

Example: Determine if f(x) = -3 is an even function

Geometrically: (lets look on graphing calculator)

Algebraically:
Determining if a function is odd:
a) Geometrically: the origin is a point of symmetry of the graph of the function

b) Algebraically: f(-x) = -f(x) (when you substitute -x for x you get the same
equation with opposite signs)

Example: Determine if f(x) = 2 is an odd function

Geometrically: (lets look on graphing calculator)

Algebraically:

*A function can be neither even nor odd.

Example: f(x) = 2
Geometrically: (lets look on graphing calculator)

Algebraically:
Odd and Even Identities

Sin(-t) = -sin(t)

Cos(-t) = cos(t)

Tan(-t) = -tan(t)

Determine if the following functions are even or odd:

1. f(x) =

2. f(x) =

3. f(x) = x | |

4. f(x) = | | – 1
5. f(x) =

6. f(x) =
Homework sheet:
Lesson 11a even and odd degree vs functions
Lesson 11a even and odd degree vs functions
Lesson 11a even and odd degree vs functions
Lesson 11a even and odd degree vs functions
Lesson 11a even and odd degree vs functions
Lesson 11a even and odd degree vs functions
Lesson 12: The Remainder Theorem
Classwork
Divide 15 by 3. Is there a remainder? What can we say about 3 and 5?

Divide 77 by 3. Is there a remainder? What does that tell us about 3 and 77?

Exercises 1–3
1. Consider the polynomial function ( ) .
a. Divide by . b. Find ( )

2. Consider the polynomial function ( ) .

a. Divide by . b. Find ( ).
3. Consider the polynomial function ( ) .
a. Divide by . b. Find ( ).

Lesson Summary
REMAINDER THEOREM: When a polynomial is divided by (𝑥 𝑎), the remainder is the value of the
polynomial evaluated at 𝑎.
Example: When a polynomial is divided by (x-5) the remainder if f(5)
When a polynomial is divided by (x+7) the remainder if f(-7)
FACTOR THEOREM: Let 𝑃 be a polynomial function in 𝑥, and let 𝑎 be any real number. If 𝑎 is a zero
of 𝑃, then (𝑥 𝑎) is a factor of 𝑃.
Example: If 𝑃(𝑥) 𝑥 5𝑥 𝑥 9, then 𝑃( ) 5 9 9 0, so (𝑥 ) is a
factor of 𝑃.
Exercises 4–5
4. Consider the polynomial ( ) .
a. Find the value of so that is a factor of .

b. Find the other two factors of for the value of found in part (a).

5. Consider the polynomial ( ) .

a. Is a zero of the polynomial ?
b. Is one of the factors of ?

c. The graph of is shown to the right. What are

the zeros of ?

d. Write the equation of in factored form.

Practice:

1. Use the remainder theorem to find the remainder for each of the following
divisions.
a. ( )

2. Consider the polynomial ( ) . State two ways you can

find ( ).

3. Consider the polynomial function ( ) .

a. Divide by , and rewrite in the form ( )( )
.

b. Find ( ).
4. Is 5 a factor of the function ( ) 5? Show work
supporting your answer.

5. Is a factor of the function ( ) 9 ? Show

work supporting your answer.

6. Find the value of so that has remainder .

Write a polynomial function that meets the stated conditions.

7. The zeros are and .
Lesson 19: Radical equations
Classwork
Exercises 1–4
For Exercises 1–4, describe each step taken to solve the equation. Then, check
the solution to see if it is valid. If it is not a valid solution, explain why.
3
1. √𝑥 − 6 = 4 2. √𝑥 − 6 = 4

3
3. √𝑥 + 6 = 4 4. √𝑥 + 6 = 4

To solve radical equations:

1) Isolate the radical
2) Square both sides (or cube, etc.)
3) Solve the resulting equation
4) Check in the original equation

Remember:
1) No solution is complete without showing the check
2) If one side is a binomial make sure to FOIL
Example 1
Solve the following radical equation. Be sure to check your solutions.
√3𝑥 + 5 − 2 = −1

Exercises 5–15
Solve each radical equation. Be sure to check your solutions.
3
5. √2𝑥 − 3 = 11 6. √6 − 𝑥 = −3
7. √𝑥 + 5 − 9 = −12 8. √4𝑥 − 7 = √3𝑥 + 9

9. √𝑥 2 − 5 = 2 10.√𝑥 2 + 8𝑥 = 3

11.√2𝑥 = 𝑥 − 4 12. 3 + √3𝑥 + 1 = x

Practice:
Solve each equation, and check the solutions.
√𝑥 + 6 = 3 2√𝑥 + 3 = 6

√𝑥 + 3 + 6 = 3 √𝑥 + 3 − 6 = 3

√𝑥 + 8 = 𝑥 + 2 √3𝑥 − 5 = 7
Lesson 58: Composition of functions
Classwork
Opening Exercise
If f(x) = x + 3 and g(x) = x2, find:

f(3) = g(7) =

f(g(5)) = g(f(5)) =

Is the composition of functions commutative?

f(f(4))

Find f(g(x)) Find g(f(x))

Examples:
1
1. f(x) = x3 g(x) =
𝑥
write an expression for each of the following:

f(g(x))

g∙f(x)

f∙f(x)

1
2. f(x) = 4x + 1 g(x) = 𝑥 − 8
4
write an expression for each of the following:

f(g(x)) g∙f(x)

f∙f(x)
 3. f(x) = |𝑥| g(x) = x2
write an expression for each of the following:

f(g(x))

g∙f(x)

f∙f(x)

4. Given, f(x) = 2x – 1 g(x) = 3x h(x) = x2 + 1 find:

f(g(-3)) f(h(7))

(g∙h)(24) f(g(h(2)))
f(x) = 2x – 1 g(x) = 3x h(x) = x2 + 1

f(x + 1)

g(3a)

h(x - 2)
Practice:
1. If f(x) = 3x – 5 and g(x) = x2, find (f∙g)(3)

2. If f(x) = -9x - 9 and g(x) = √𝑥 − 9, find (f∙g)(10)

3. If f(x) = -9x + 3 and g(x) = x4, find (f∙g)(x)

4. If f(x) = 4x + 3 and g(x) = x2, find (g∙f)(x)

5. If f(x) = x - 1 and g(x) = x2 + 2x - 8, find (g∙f)(x)

Lesson 59: The inverse of a function

Classwork
1. What is the image of each of the following points after the transformation ry=x

(2,7)

(1, -3)

(-4,6)

(2,2)

(x,y)

The inverse of a function is found by interchanging the x and y values. The

graph is a reflection of the original function over the line y = x.
To Algebraically find the inverse function:
1. rewrite f(x) = as y =
2. interchange the x and y
3. solve the equation for y
4. change the y to f-1(x)
Examples:
2. If f(x) = x + 5, find f-1(x), the inverse of f(x).

3. If f(x) = 2x - 6, find f-1(x).

State the Domain and Range of f(x).

State the Domain and Range of f-1(x).

3𝑥 − 7
4. If f(x) = , find f-1(x).
5
 5+ 𝑥
5. If f(x) = , find f-1(x).
6−2𝑥

What are the domain and range of the function and its inverse?

6. If f(x) = x + 7
a. find f-1(x)

b. f-1(f(3))

c. f(f-1(18))

d. f(f-1(x))
 7. Graph f(x) = 2x
Graph its inverse

x f(x) x f-1(x)
: :

What are the domain and range of each?

How are they related?

Practice:
1. What is the inverse, A-1,of A={(9,4),(2,-3),(5,1),(-3,4)}

2. If f(x) = x + 2, find f-1(x).

𝑥−6
3. If f(x) = , find f-1(x).
2

4. If f(x) = 4x + 5
a. find f-1(x)

b. f-1(f(4))

c. f(f-1(11))

d. f(f-1(x))
Lesson 20: Solving a system with three variables
Classwork
Exercises 1–2 (Review solving a system with two unknown)
Determine the value of 𝑥 and 𝑦 in the following systems of equations.
1. 2𝑥 + 3𝑦 = 7
2𝑥 + 𝑦 = 3

2. 5𝑥 − 2𝑦 = 4
−2𝑥 + 𝑦 = 2
Example
Determine the values for 𝑥, 𝑦, and 𝑧 in the following system:
2x + 3y – z = 5 (1)

4x –y – z = -1 (2)

X + 4y + z = 12 (3)

Suggestion: number the equations as shown above to help organize the process.
▪ Our goal is to find two equations in two unknowns. Thus, Eliminate 𝑧 from
equations (1) and (2) by subtraction.

▪ We will also eliminate 𝑧 from equations (2) and (3) by adding as follows.
 ▪ Our new system has two equations with only two variables in them: Solve
for one variable. Once you’ve done that, substitute to find the other value
in the new system and then plug both values into the original system to
solve for z.
−2𝑥 + 4𝑦 = 6
5𝑥 + 3𝑦 = 11

Check your answer in all three equations!

Exercises 3-4
3. Given the system below, determine the values of 𝑥, 𝑦, and 𝑧 that satisfy all
three equations.
2𝑥 + 𝑦 − 𝑧 = −5
4𝑥 − 2𝑦 + 𝑧 = 10
2𝑥 + 3𝑦 + 2𝑧 = 3
4. Find the equation of the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 whose graph passes through
the points (1, 6), (3, 20), and (−2, 15).
Practice:
1. Solve the following system of equations.

𝑟 + 3𝑠 + 𝑡 = 3
2𝑟 − 3𝑠 + 2𝑡 = 3
−𝑟 + 3𝑠 − 3𝑡 = 1

1. Find the equation of the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 whose graph passes through

the points (1, −1), (3, 23), and (−1, 7).
Lesson 21: Systems of Quadratic-Linear Equations
Classwork
Exploratory Challenge 1 – Solve the systems below
a.

b.
Exploratory Challenge 2
a. Suppose that instead of equations for a pair of lines, you were given an
equation for a circle and an equation for a line. What possibilities are
there for the two figures to intersect? Sketch a graph for each possibility.

b. Graph the parabola with equation . What possibilities are there for
a line to intersect the parabola? Sketch each possibility.

c. Sketch the circle given by and the line given by on

the same set of axes. One solution to the pair of equations is easily
identifiable from the sketch. What is it?
 d. Substitute into the equation , and solve the
resulting equation for .

Exercises
1. Solve the following system of equations algebraically:
2. Solve the following system:

Lesson Summary
Here are some steps to consider when solving systems of equations that represent a line and a quadratic curve.
1. Solve the linear equation for 𝑦 in terms of 𝑥. This is equivalent to rewriting the equation in slope-intercept
form.
2. Replace 𝑦 in the quadratic equation with the expression involving 𝑥 from the slope-intercept form of the linear
equation. That will yield an equation in one variable. (substitution method)
3. Solve the quadratic equation for 𝑥.
4. Substitute 𝑥 into the linear equation to find the corresponding value of 𝑦.
5. Sketch a graph of the system to check your solution.
Practice:

1. Find all solutions to the following system of equations.

2. Find all solutions to the following system of equations.

y= –x–6
Y = 2x - 2
Lesson 22: Vertex form of a parabola
Classwork
Exploratory Exercise 1

Vertex form of quadratic equation : y = a(x-h)2 + k

(h,k) is the vertex
Find the vertex of the following quadratic equations and tell whether they
will be a minimum or maximum:
a) y = 5(x - 7)2 + 3

b) y = -2(x + 3)2 + 4

c) y = (x + 2)2 – 5

d) y = -3(x - 2)2 – 1
Exploratory Exercise 2
How is the graph of y = x2 shifted to become y = -2(x - 4)2 + 5

How is the graph of y = x2 shifted to become y = x2 – 8x + 18

What is the vertex of each graph?

What is the axis of symmetry of each graph?

What is the y-intercept of each graph?

Exploratory Exercise 3
How can I change y = x2 – 8x - 7 into vertex form? (use completing the square)

Follow these steps:

Step 1: Move the loose number over to the other side.
y + 7 = x2 – 8x

Step 2: Factor out the leading coefficient of the right side

y + 7 = x2 - 8x

Step 3: Take half of the coefficient of the x-term, and square it. Add this square to
both sides of the equation. (ie: here the coefficient of x is -8, so divide it by 2 is -4
and squared is 16)
y + 7 + 16 = x2 - 8x + 16
y + 23 = x2 - 8x + 16

Step 4: Factor the trinomial

y + 23 = (x - 4)2

Step 5: Move the loose number back over

y = (x - 4)2 – 23

Now we can identify the vertex:

Exercise 1
How can I change y = -4x2 – 16x - 3 into vertex form?

Step 1: Move the loose number over to the other side.

Step 2: Factor out the leading coefficient of the right side

Step 3: Take half of the coefficient of the x-term, and square

it. Add this square to both sides of the equation.

Step 4: Factor the trinomial

Step 5: Move the loose number back over

Y = (x - 5)2 + 4 is the equation of a parabola written in vertex form. Write it in
standard form (y = ax2 + bx + c).

Exercise 2: Write each of the following in vertex form. Identify a) the shifts, b) the
turning point and c) the axis of symmetry.
1) y = 𝑥 2 – 4x – 12

2) y = 3x2 + 12x - 2
3) y = 2x2 + 6x + 1

4) y = x2 + 4x - 32
Practice:
Write the following equations in vertex from:
1. 𝑦 = 𝑥 2 − 6𝑥 + 3

2. y = x2 – 8x – 29
3. y = 2x2 + 8x + 5

4. Solve the system 𝑦 = 𝑥 2 − 2 and 𝑥 2 + 𝑦 2 = 4.

 Transformation of Functions
The graph of f(x) + a is the graph of f(x) moved a units up if positive and a units
down if a is negative.

The graph of f(x + a) is the graph of f(x) moved a units left of a is positive and a
units right of a is negative.

The graph of -f(x) is the graph of f(x) reflected in the x-axis

When a>1, the graph is stretched vertically (thinner)

When 0 < a < 1 (a fraction), the graph is compressed vertically (wider)

Lesson 23: Focus and Directrix
Classwork
Exploratory Challenge 1

A parabola is the set of points in a plane that are the same distance from a fixed
line and a fixed point not on the line.
The fixed point is called the focus of the parabola.
The fixed line is called the directrix.
A parabola with vertex at the origin has a standard form of y=a𝒙𝟐 . This equation
𝟏 𝟏
can be rewritten as y= 𝒙𝟐 , where the coefficient a = . This coefficient
𝟒𝒄 𝟒𝒄
determines both the focus and the directix.
Focus = (0,c)
Directrix has the equation y= - c

1. What is an equation of the parabola with vertex at the origin and focus
(0,2)?

1
2. What are the focus and directrix of the parabola with equation y= − 𝑥2?
12
Exploratory Challenge 2
To find the focus and directrix of a parabola whose vertex is not at the origin:
1. Get the equation into vertex form
2. Identify the vertex (h,k)
3. Focus = (h, k+c)
4. Directrix = y = k – c
1
5. The equation of the parabola can be written as y = (𝑥 − ℎ)2 + 𝑘
4𝑐

What are the vertex, focus and directrix of the parabola with equation
y = 𝑥 2 − 4𝑥 + 8?

What are the vertex, focus and directrix of the parabola with equation
y = 𝑥 2 + 8𝑥 + 18?
Exercises 1-3
1. What is an equation of the parabola with vertex at the origin and focus
(0,-1.5)?

2. What are the vertex, focus and directrix of the parabola with equation
y = 𝑥 2 + 6𝑥 + 5?
Practice:

1.

2.
3. What are the vertex, focus and directrix of the parabola with equation
𝑥2
y= ?
4

4. What are the vertex, focus and directrix of the parabola with equation
y = 𝑥 2 − 2𝑥 − 4?
Lesson 24: Discriminant and graphs
Classwork
Exploratory Challenge 1
Solve for x by using the quadratic formula:
1. 3x2 - 7x + 1 = 0

2. 2x2 - 6x + 3 = 0

In the quadratic formula 𝑏2 − 4𝑎𝑐 is called the discriminant. The nature of the
roots depends on it.

𝑏2 − 4𝑎𝑐 roots

>0 (positive), perfect square 2 real roots (unequal), 2 x-intercepts

rational

>0 (positive), not perfect 2 real roots (unequal), 2 x-intercepts

square irrational

=0 1 real root (equal), 1 x-intercept

<0 (negative) Unreal roots, no x-intercepts

Exercises 1-5
1. The roots of 𝑥 2 + 4𝑥 − 7 = 0 are:
a. Unequal and rational
b. Unequal and imaginary
c. Unequal and irrational
d. Equal and rational

2. Find the discriminant to determine the number and nature of the roots of
the equation 𝑥 2 + 7𝑥 + 6 = 0

3. Find all values of ‘a’ such that 𝑎𝑥 2 + 5𝑥 + 3 = 0 has two real roots.
4. Find the discriminant to determine the number and nature of the roots of
the equation 7𝑥 2 − 5 = 2𝑥 + 9𝑥 2

5. What is the value of ‘c’ if the discriminant of 𝑥 2 + 16𝑥 + 𝑐 = 0 is zero.

6. Find the discriminant to determine the number and nature of the roots of
the equation 9𝑥 2 − 12𝑥 + 4 = 0
Practice:
1. Find the discriminant to determine the number and nature of the roots of
the equation 2𝑥 2 + 7𝑥 − 4 = 0

2. Find all values of ‘c’ such that 𝑥 2 + 6𝑥 + 𝑐 = 0 has no real zeros.

3. Find the discriminant to determine the number and nature of the roots of
the equation 𝑥 2 − 8𝑥 + 25 = 0

4. Determine all values of ‘a’ that will cause the parabola of 𝑦 = 𝑎𝑥 2 + 10𝑥 + 1
to cross the x-axis at two distinct locations.
Lesson 25: Imaginary numbers
Classwork
Exploratory Exercise 1
Solve 𝑥 2 + 1 = 0 using the quadratic formula.

The imaginary unit is √−1, which we call i.

Simplify the following radicals: (FIRST pull out the negative 1)

√−16

√−100

√−18

4√−27
Exercise 1
Multiply:
To multiply- FIRST simplify the radicals by pulling out -1 and then multiply
√−𝟓√−𝟖𝟎

* i 2 = -1 just like (√3)2 = 3

Add:
√−81 + 3√−49 + √−4

Divide:
−√−48
4√−3
Exercises 2-5
2. Solve for x: x2 - 4x + 13 = 0

3. −18 − −200 + −49

4. ( − −5 )( 4 −8 )

5. ( 2 + 3 −3 )
2
Practice:

1. (
−6 2 3 − −10 )

2. ( −45 )( −20 )

3. 2i 3 − −75

4. −25 + −49 + 200

5. ( −3 )(
−6 2 −8 )

6. Solve for x: x2 + 7 = 0
Lesson 26: Powers of i and complex numbers
Classwork
Opening Exercise
Powers of i:
𝑖1 = i
𝑖 2 = -1
𝑖 3 = -i
𝑖4 = 1

When raising i to any integral power, the answer is always i, -1, -i or 1.

Whenever the exponent is greater than 4, you can use the fact that to
simplify a power of i.

Another way to think of this process of simplifying powers of i is to divide the

exponent by 4,

- if the remainder is 0, the answer is 1 (i0).

- if the remainder is 1, the answer is i (i1).
-if the remainder is 2, the answer is -1 (i2).
-if the remainder is 3, the answer is -i (i3).

Examples:
𝑖 60

𝑖 83

𝑖 38
Example 1: Addition with Complex Numbers

Compute (3 + 4𝑖) + (7 − 20𝑖).

Example 2: Subtraction with Complex Numbers

Compute (3 + 4𝑖) − (7 − 20𝑖).

Exercises
1. Express each of the following in 𝑎 + 𝑏𝑖 form.
a. (13 + 4𝑖) + (7 + 5𝑖)

b. (5 − 𝑖) − 2(1 − 3𝑖)
2. Simplify
a. 𝑖15

b. 𝑖 26

c. 𝑖 32

Practice:

1. Express each of the following in 𝑎 + 𝑏𝑖 form.

d. (2 + 5𝑖) + (4 + 3𝑖)

e. (4 + 𝑖) + (2 − 𝑖) − (1 − 𝑖)

3. Simplify
a. 𝑖 25

b. 𝑖10

c. 𝑖 43
Lesson 27: Multiplying and Dividing complex numbers
Classwork
Opening Exercise
Find the roots of x2 + 20x = 2x -86 in simplest a + bi form

Example 1: Multiplication with Complex Numbers

Multiply:
1. 3i(6 - 2i)

2. (3 + 2i) (2 - 7i)

3. (5 + 2i)2
Example 2: Division with Complex Numbers
8
Simplify:
√2

8
Simplify:
i

Divide:
2
1.
5+3𝑖

7−4𝑖
2.
2−3𝑖
Exercises
1. Express each of the following in 𝑎 + 𝑏𝑖 form.
a. (3 − 𝑖)(4 + 7𝑖)

2
b. ((5 − 𝑖) − 2(1 − 3𝑖))

c. (3 − 𝑖)(4 + 7𝑖) − ((5 − 𝑖) − 2(1 − 3𝑖))

2. Simplify
4+𝑖
a.
8𝑖

2𝑖
b.
3−9𝑖

−1+5𝑖
c.
−8−7𝑖
 Complex Numbers (a+bi)

The conjugate of a+bi is a–bi

The additive inverse (opposite) of a+bi is -a-bi (their sum is zero)

1
The multiplicative inverse (reciprocal) of a+bi is (should then be simplified)
𝑎+𝑏𝑖

Example (pure imaginary number): 4i (0 +4i)

Conjugate: -4i

Additive inverse: -4i

1 𝑖
Multiplicative inverse: , then simplify by multiplying by
4𝑖 𝑖

Example: 6+5i

Conjugate: 6-5i

Additive inverse: -6-5i

1 6−5𝑖
Multiplicative inverse: , then simplify by multiplying by
6+5𝑖 6−5𝑖
Practice:

1. Express each of the following in 𝑎 + 𝑏𝑖 form

a. −𝑖 (2 − 𝑖)(5 + 6𝑖)

b. (1 + 𝑖)(2 − 3𝑖) + 3𝑖 (1 − 𝑖) − 𝑖

3. Simplify
6−6𝑖
a.
4𝑖

4+𝑖
b.
8+9𝑖
Lesson 28: Complex Numbers as Solutions to Equations
Classwork
Opening Exercise
Solve and express your answer(s) in simplest radical form:
2x2 + 8x = -9

Rewrite each expression as a polynomial in standard form.

a. (𝑥 + 𝑖)(𝑥 − 𝑖)

b. (𝑥 + 5𝑖)(𝑥 − 5𝑖)
Exercises 1–4
Factor the following polynomial expressions into products of linear terms.
1. 𝑥 2 − 9

2. 𝑥 2 − 5

Factoring the sum of two squares: (𝑥 2 + 𝑎2 ) = (𝑥 + 𝑖 √𝑎)(𝑥 − 𝑖 √𝑎)

3. 𝑥 2 + 9 (*Hint: rewrite it as 𝑥 2 − (−9) and use DOTS)

4. 𝑥 2 + 25

5. 𝑥 2 + 7
Exercises 5–7
6. Consider the polynomial 𝑃 (𝑥 ) = 𝑥 4 − 3𝑥 2 − 4.
a. What are the solutions to 𝑥 4 − 3𝑥 2 − 4 = 0?

b. How many 𝑥-intercepts does the graph of the equation 𝑦 = 𝑥 4 − 3𝑥 2 − 4

have? What are the coordinates of the 𝑥-intercepts?

7. Write a polynomial 𝑃 with the lowest possible degree that has the given
solutions.
a. −5, 3
 b. −2, 3,-4𝑖, 4 𝑖

c. 0, 1 + 𝑖, 1 − 𝑖

d. -1, 3 𝑖

** complex numbers come in conjugate pairs!

If two roots of an equation are -1 and 2 + 3i what is the third root?

8. Find the real values of 𝑥 and 𝑦 in each of the following equations using the fact
that if 𝑎 + 𝑏𝑖 = 𝑐 + 𝑑𝑖, then 𝑎 = 𝑐 and 𝑏 = 𝑑.
a. 5𝑥 + 3𝑦𝑖 = 20 + 9𝑖

b. 3(7 − 2𝑥 ) − 5(4𝑦 − 3)𝑖 = 𝑥 − 2(1 + 𝑦)𝑖

c. 2(5𝑥 + 9) = (10 − 3𝑦)𝑖

Practice:

1. Rewrite the expression in standard form:

(𝑥 + 3𝑖)(𝑥 − 3𝑖)

2. Write a polynomial equation of degree 4 in standard form that has the

solutions 𝑖, −𝑖, 1, −1.

3. Find the solutions to 𝑥 4 − 5𝑥 2 − 36 = 0 and the 𝑥-intercepts of the graph of

𝑦 = 𝑥 4 − 5𝑥 2 − 36.
Lesson 29: Solving higher degree equations
Classwork
Opening Exercises
Consider the equation 3𝑥 + 𝑥 2 = −7.
What does the value of the discriminant tell us about number of solutions to this
equation?

Solve the equation. Does the number of solutions match the information
provided by the discriminant? Explain.

Exercise
Find all real and complex solutions.
a. 2x3 + 2x2 – 4x = 0
b. 𝑥 2 + 2𝑥 + 1 = 0

c. 𝑥 2 + 4 = 0

d. 𝑥 3 + 7𝑥 2 + 10x = 0
e. 𝑥 3 + 3𝑥 2 + x − 5 = 0 if we know that x=1 is a solution.

f. Find the solutions to 2𝑥 4 − 24𝑥 2 + 40 = 0 and the 𝑥-intercepts of the

graph of 𝑦 = 2𝑥 4 − 24𝑥 2 + 40

g. 8𝑥 2 + 4𝑥 + 32 = 0
Practice:

1. Solve the equation 5𝑥 3 − 4𝑥 2 + 3𝑥 = 0.

2. Solve the equation 2𝑥 2 + 8𝑥 = −9.

3. Find the solutions to 𝑥 4 − 64 = 0 and the 𝑥-intercepts of the graph of 𝑦 =

𝑥 4 − 64.

4. Write a quadratic equation in standard form such that −5 is its only solution.
Lesson 13: Equivalent fractions, reducing and comparing

Opening Exercise
Which of the following are rational numbers, and which are not?
3 5 1 + √5
, 3.14, 𝜋, , −√17, 23, , −1, 6.022 × 1023 , 0
4 0 2

0 12
= =
12 0

When is a fraction undefined?

𝑝
* Recall that a rational number is a number that we can write as , where 𝑝
𝑞
and 𝑞 are integers, and 𝑞 is nonzero.

Example 1
Consider the following rational expressions. For what value of 𝑥 is each
expression undefined?
6 4
𝑥−2 𝑥+5

17 𝑥−3
2𝑥−8 3𝑥+21
Example 2

6
Reduce:
8

To reduce a fraction:
1. Factor all polynomials that can be factored
2. Cross out all forms of “1” (anything divided by itself)

Exercise
Reduce each fractions:
4a
a.
6a

4𝑎2 𝑏4
b.
8𝑎3 𝑏7

𝑦 2 −3𝑦
c.
4y−12
 𝑥 2 −3𝑥
d.
x2 −4x+3

6𝑦 2 −6
e.
27y+27

f.

g.
Exercise
𝑥−9
h. 𝑥−9

𝑥+9
i. 9+𝑥

𝒙−𝟗
j.
𝟗−𝒙

3−b
k. 𝑏 2 −9

64−𝑥 2
l. 16+2x
Practice:
1. Find an equivalent rational expression in lowest terms.
16𝑛 𝑥 3𝑦 2𝑛−8𝑛2
20𝑛 𝑦4 𝑥 4𝑛

𝑑𝑏+𝑑𝑐 𝑥 2 −9𝑏2 3𝑛2 −5𝑛−2

𝑑𝑏 𝑥 2 −2𝑥𝑏−3𝑏2 2𝑛−4

For what values of x will the fraction be undefined?

For what values of x will the fraction be undefined?

Lesson 14: Multiplying and Dividing Rational Expressions

Classwork
Example 1

How can we find the product of . What will it be? What values will make the
answer undefined.

To multiply fractions:
1. Factor every expression completely
2. Cancel out all forms of 1 (anything over itself)
3. Write the remaining factors in one fraction

Example 2
Find the following product:

( ) ( )
Exercises 1–3

1. Find the following product and reduce to lowest terms: ( ) ( ).

2. Find the following product. Reduce to lowest terms: ( ) ( )

3. Find the quotient and reduce to lowest terms: .

Exercises 4–5

4. Find the quotient and reduce to lowest terms:

5. Simplify the rational expression.
( )

( )

6. Simplify the rational expression.

( )
Practice:

Write each rational expression as an equivalent rational expression in lowest

terms.

a. ( ) b.

c. d.