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Algebra 2 Rational Functions Notes

Q: How can rational functions like $ g(x) = \frac{x^2 + 1}{x - 3} $ be rewritten to inform transformation-based graphing?

Rewriting $ g(x) = \frac{x^2 + 1}{x - 3} $ involves polynomial division, resulting in a mixed form. Perform long division to reframe the expression, simplifying to $ x + \frac{10}{x-3} $. This reformulation emphasizes transformations: a vertical translation by modifying constants, thus refining graphing by highlighting shifts and asymptotic changes from initial structures .

Q: Explain the role of vertical and horizontal asymptotes in understanding the end behavior of rational functions.

Vertical asymptotes signify values where the rational function is undefined and approaches infinity, reflecting potential system constraints or critical thresholds. Horizontal asymptotes denote the function's end behavior as $ x \to \pm \infty $, indicating a leveling off value that forecasts long-term trends or stable phases in modeled scenarios, which is crucial for prediction accuracy .

Q: Discuss the importance of checking for extraneous solutions in rational equations using the equation $ \frac{x+5}{x-2} = x $ as an example.

In $ \frac{x+5}{x-2} = x $, multiplying through by $ x-2 $ avoids division by zero resulting in $ x+5 = x(x-2) $. Solving gives $ x^2 - 2x - 5 $. Substitution checks reveal $ x=2 $ makes original equation undefined, highlighting an extraneous solution requiring validation in rational contexts to ensure no division by zero occurs, validating solutions' applicability .

Q: What challenges arise when solving multi-step rational equations, and how can they be addressed using the equation $ \frac{3}{x} - \frac{1}{x+2} = 2 $?

Solving $ \frac{3}{x} - \frac{1}{x+2} = 2 $ involves finding a common denominator, combining terms, and clearing fractions by multiplying through by the common denominator $ x(x+2) $. This results in the equation $ 3(x+2) - x = 2x(x+2) $. Resolve by expanding, simplifying to $ 3x + 6 - x = 2x^2 + 4x $ and reorganizing into a standard quadratic form $ 0 = 2x^2 + 2x - 6 $. Solve using the quadratic formula. This multi-step process challenges due to symbolic manipulation and error potential in balancing .

Q: What are the steps to simplify rational expressions by factoring, and how do these steps apply to the expression $ \frac{x^2 - 3x + 2}{x^2 - x - 6} $?

To simplify $ \frac{x^2 - 3x + 2}{x^2 - x - 6} $, follow these steps: 1) Factor both the numerator and denominator. The numerator $ x^2 - 3x + 2 $ factors to $(x-1)(x-2)$, and the denominator $ x^2 - x - 6 $ factors to $(x-3)(x+2)$. 2) Identify common factors and cancel them. Here, there are no common factors. Thus, the expression is simplified as $ \frac{(x-1)(x-2)}{(x-3)(x+2)} $.

Q: Evaluate the impact of adding and subtracting rational expressions on finding common denominators, using the example $ \frac{3x}{x^2 - 1} - \frac{2}{x + 1} $.

Combining $ \frac{3x}{x^2 - 1} - \frac{2}{x + 1} $ requires a common denominator. Factor $ x^2 - 1 $ as $(x-1)(x+1)$. The least common denominator $ (x-1)(x+1)$ harmonizes both fractions. Adjust numerators, yielding $ \frac{3x - 2(x-1)}{(x-1)(x+1)} $, resulting in $ \frac{3x - 2x + 2}{x^2-1} $. This process affects complexity and requires diligence in maintaining expression integrity through coherent structure .

Q: What are the implications of applying rational functions to model per capita income based on population changes, such as in the town income and population model $ I = \frac{8t + 2}{0.0388t + 3.054} $?

The model $ I = \frac{8t + 2}{0.0388t + 3.054} $ shows how per capita income changes as population grows, represented by $ t $. Increasing $ t $ suggests whether income approaches an asymptotic value, indicating diminishing returns on economic growth against fixed resources. The critical point $ t=0 $ defines base income, offering insights into demographic impacts on economic projections and strategic planning in municipal contexts .

Q: How does the application of rational functions impact real-world scenarios, such as determining the average cost per student for a school program?

Rational functions model situations like the average cost per student in a school program, expressed as $ \frac{500 + 20x}{x} $ where $ x $ is the number of students. As $ x $ increases, the average cost approaches $20, illustrated by the horizontal asymptote $ y=20 $, reflecting economies of scale. This signifies that adding more students reduces the initial cost impact, showcasing rational functions' role in cost analysis .

Q: Explain how transformations can be used to graph the function $ f(x) = \frac{1}{x^2} + 1 $. Include the asymptotes and intercepts in your explanation.

For $ f(x) = \frac{1}{x^2} + 1 $, transformations include a vertical shift of 1 unit upward from $ f(x) = \frac{1}{x^2} $. The horizontal asymptote moves from $ y=0 $ to $ y=1 $. The vertical asymptote at $ x=0 $ remains. There are no x-intercepts because $ f(x) $ never equals zero. The y-intercept is at $ y=\infty $ due to an undefined point at $ x=0 $. The graph approaches $ y=1 $ as $ x \to \pm \infty $.

Q: How can understanding the behavior of rational function graphs assist in predicting changes in physical systems? Illustrate using the function $ f(x) = \frac{2x^2 + 3}{x^2 - 4} $.

Understanding $ f(x) = \frac{2x^2 + 3}{x^2 - 4} $ assists in recognizing asymptotic behavior, such as vertical asymptotes at $ x=\pm 2 $ representing potential system instabilities or singularities in physical systems. Horizontal asymptote $ y=2 $ predicts long-term behavior, serving to predict system equilibrium as x approaches infinity. These insights help model and anticipate system reactions to parameter changes via the function's graphical behavior .

The document consists of notes for an Algebra 2 Honors course focusing on rational functions, including factoring, simplifying, graphing, and solving rational equations. It includes examples, warm-up exercises, and applications related to rational expressions and functions. The content is structured over several days, covering various methods and problem types associated with rational functions.

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Algebra 2 Rational Functions Notes

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Algebra 2 Honors Reducing Rational Name__________________

Chapter 7 – Rational Functions

(Day 1) Notes Expressions by
Factoring
Warm Up
Factor each of the following:
a. 9𝑥 ! − 25 b. 64𝑥 " − 1 c. 18𝑥 ! + 3𝑥 − 36 d. 𝑥 " − 3𝑥 ! − 4𝑥 + 12

Reduce each of the following expressions:

!" !" #$ &'(! &'()
a. b. c.
%"# !# $ %' %'

EXAMPLE 1 – Simplifying Rational Expressions

Simplify
" "(% %"(&-
a. b. c.
" $ (&" # " # *+, +-"(30

&" # (+-" /0# (%0*+ " $ (," # (1"

d. e. f.
." # (+,"(/ /0# *+-0*+/ " $ *1"
(#*&)# " # *# # (4(+)(4 # *+)
g. h. i.
# # *% " # (3𝑥𝑦(&# # (4*+)(4(+)#

&-"*/" # " $ *+
j. k.
" # *+, " $ (+
Algebra 2 Honors An Introduction to Name__________________
Chapter 7 – Rational Functions
(Day 2) Notes Graphing Rational
Functions
Warm Up
Graph each of the following using a table of values. Do not scale your graph and graph a minimum of 8 points
per graph
% %
a. 𝑓(𝑥) = & b. 𝑔(𝑥) = & + 3

% (
c. ℎ(𝑥) = &'( d. 𝑓(𝑥) = − &

What Do You Notice?

EXAMPLE 1 – Graphing Rational Functions
Graph the following with a minimum of 6 points using transformations. Be sure to draw in asymptotes, determine the
domain and range, and end behavior.
% )*
a. 𝑓(𝑥) = &)* + 1 b. 𝑔(𝑥) = &
−3

Transformations Transformations

Domain: Domain:

Range: Range:

𝑎𝑠 𝑥 → 𝑓(𝑥) → 𝑎𝑠 𝑥 → 𝑓(𝑥) →

EXAMPLE 2 – Rational Function Applications

a. Your school purchases a math software program. The program has an initial cost of $500 plus $20 for
each student that uses the program.
i. Estimate how many students must use the program for the average cost per student to fall to $30.

ii. What happens to the average cost as more students use the program?
Algebra 2 Honors Multiplying and Dividing Name__________________
Chapter 7 – Rational Functions
(Day 3) Notes Rational Expressions
Warm Up
Simplify:
*& ,& -/ ! *1 2!3 4$ 23
a. ∙
(+ -.
b. 01 "
÷ (/ # c. 4
∙ 2"3 ÷ 4

Multiplication Excluded Values Division

EXAMPLE 1 – Multiplication and Division

Simplify.
&-"*/" # 0$ *,0# 0# *&0(+ +*" # " # ("*&
a. b. ∙ c. ÷
" # *" 0# (&0*. 0$ ."(% 1" # (&%"(+,

56# 6 6 " # + "(+ " # %

d.
7
÷ 7 # ÷ 57 e.
"(&
÷ "*& ∙
"*+
EXAMPLE 2 – Complex Fractions
Simplify.
5# !675897#
)% )%
58#7 *& " )&)% ,& " )%
a. b. . / . /
# # *%8# *&)% & " )&

EXAMPLE 3 – Applications
a. The total amount I (in millions of dollars) of personal income earned in a town and its annual population
:;%4'<*0-<
P (in millions) can be modeled by 𝐼 = =.==-04'% and 𝑃 = 0.0388𝑡 + 3.054, where t represents the year, with
𝑡 = 1 corresponding to 2011. Find a model M for the annual per capita income. Estimate the per capita
income in 2013. (Assume 𝑡 > 0).
Algebra 2 Honors Adding and Subtracting Name__________________
Chapter 7 – Rational Functions
(Day 4) Notes Rational Expressions
Warm Up
Add the following fractions
% % % - , 1)% 1'%
a. * + ; + 5 − ( b. − (? c. +
;? 1" *1

Adding and Subtracting Rational Expressions Common Denominators

EXAMPLE 1 – Monomial Denominators

Simplify. Include any necessary restrictions.
+ + + + &
a. − $ b. + − c. 2𝑐 #$ 𝑑 + 2𝑐𝑑 #$
0# 5$ &0 5 ,0# .5# 05

& + + . 2𝑥 " +
d. − .# − ." e. + /"# *+-" f. − ."#
."# +-" # 1" # *+&"
EXAMPLE 2 – Binomial Denominators
Simplify. Include any necessary restrictions.
. + & / 0 5
a.
"
+ "(+
b. #
# (+
+# c.
5*0
+ 0*5

. % "(+ , / +
d. − "# ("*& e. − "# *% f. + ## *+
"*+ " # (%"(% # # *#

. +
g. 2(𝑥 ! − 9)#$ − 3(𝑥 + 1)(𝑥 − 3)#$ h.
%" # *+&"#(1# #
+ &"#*.##

EXAMPLE 3 – Rewriting Rational Functions

!
Rewrite the following functions in the form 𝑔(𝑥) = "#$ + 𝑘. Describe the graph of g as a transformation of the graph of
!
𝑓(𝑥) = " .
(&'- *&), ,&'%
a. 𝑔(𝑥) = &'%
b. 𝑔(𝑥) = &)(
c. ℎ(𝑥) = &'*
Algebra 2 Honors Complex Fractions Name__________________
Chapter 7 – Rational Functions
(Day 5) Notes

Warm Up
Simplify the following without using a calculator. Rewrite using ONLY positive exponents.
! #
'
" $ " !" * # !"
a. # b.
( ) #% " !# * # !#

Complex Fractions: If numerator and/or denominator has one or more fractions or

powers with negative exponents
• Simplify the numerator and denominator separately; then divide
• Multiply the numerator and denominator by the LCD of all the fractions
appearing in the numerator and denominator

EXAMPLE 1 – Monomial Denominators

Simplify. Use Method 1 and Method 2.
! #
" $
' " !" * # !"
a. # b.
( ) #% " !# * # !#

% '
&
$& & ' '("
& &
c. ' d. # %
$&
& )
'(" '
# +
e. 𝑥−A 5 f. 1+ "
5
(A +(
"8A

("(A)!# * " !# 0!$ ( 5!$

g. h.
A 0!" ( 5!"

EXAMPLE 2 – Limit/Derivative Introduction

B("(A)*B(")
Evaluate:
A
$ '&$
a. 𝑓(𝑥) = '#$ b. 𝑓(𝑥) = '
Algebra 2 Honors Solving Rational Name__________________
Chapter 7 – Rational Functions
(Day 6) Notes Equations
Warm Up
Solve the following.
a. 2𝑥 = 5𝑥 + 6 b. 2𝑥 * + 2𝑥 + 9 = 𝑥 * − 3𝑥 + 3 c. (𝑥 + 3)* < 0

% * & " '&)* , (&'-)(&)<) %

d. 3𝑥 + * = ( e. -
=- f. (
= ( (𝑥 + 5)

EXAMPLE 1 – Solving Basic Rational Equations

Solve the following equations. Be sure to check for extraneous solutions.
&(&'-) &': &" & % &'% &)% *&'%
a. %*
= ,
b. 0
−;−*=0 c. (
+ ;
= *

EXAMPLE 2 – Solving Multi-Step Rational Equations

Solve the following equations.
% % - ,
a. − =3 b. − =0
& *& .)% .'%

1 1); &'( &)( %=

c. 1'-
= 1
d. &)%
− &'%
= & " )%
% , % * -
e. + =6 f. + =
& &'% 1)( 1 " )0 1'(

+'( %%+'( %)-+ %= %

g. + = h. = 1 − &'*
()+ + " )0 +'( & " ),

EXAMPLE 3 – Rational Equation Applications

a. Brass is an alloy composed of 55% copper and 45% zinc by weight. You have 25 ounces of copper.
How many ounces of zinc do you need to make brass?

b. You can clean a park in 2 hours. Working together, you and your friend can clean the park in just
1.2 hours. Let t be the time (in hours) your friend would take to clean the park when working alone.
Complete the table. Hint: (𝑊𝑜𝑟𝑘 𝐷𝑜𝑛𝑒) = (𝑊𝑜𝑟𝑘 𝑅𝑎𝑡𝑒) × (𝑇𝑖𝑚𝑒). Then, explain what the sum of the
expressions represents in the last column. Write and solve an equation to find how long your friend would
take to clean the park when working alone.
Algebra 2 Honors Related Rates and Name__________________
Chapter 7 – Rational Functions
(Day 7) Notes Applications
Warm Up
Find the number described.
a. 75% of 60% of the number is 36. b. Find two numbers whose sum is 25 and
%
the sum of whose reciprocals is ;.

%
c. The reciprocal of one third of a number decreased by one third of the reciprocal of the number is (.
Find the number.

EXAMPLE 1 – Task Completion!

a. Crane A can dig a hole in 16 hours and Crane B can dig the same hole in 22 hours. In the spirit of
teamwork, both cranes worked together. How long did it take to dig the hole?

b. Crane A can unload the container ship in 10 h, and crane B can unload it in 14 h. Crane A started to
unload the ship at noon and was joined by Crane B at 2 pm. At what time was the unloading job of the
ship completed?
c. The intake pipe can fill a certain tank in 6 hours when the outlet pipe is closed, but with the outlet pipe
open it takes 9 h. How long would it take the outlet pipe to empty a full tank?

d. One pump can empty the town swimming pool in 7 hours less time than a smaller second pump can.
Together they can empty the pool in 12 hours. How much time would it take the larger pump alone to
empty it?

EXAMPLE 2 – Chemistry, Mixtures, and Percentages!

a. How much of an 18% solution of sulfuric acid should be added to 360 mL of a 10% solution to
obtain a 15% solution?

b. Lina Chen invested $24,000, part at 8% and the rest at 7.2%. How much did she invest at
each rate if her income from the 8% investment is two thirds that of the 7.2% investment?

c A nurse wishes to obtain 800 mL of a 7% solution of boric acid by mixing 4% and 12% solutions.
How much of each should be used?
EXAMPLE 3 – Price Adjustments!
a. The German Club is collecting the same amount from each member participating in a trip to a music
festival. When 6 members could not attend, each of the remaining members were charged $2 more to
cover the total cost of $360. How many members went on the excursion?

b. Members of the ski Club contributed equally to obtain $1800 for a holiday trip. When 6 members found
that they could not go, their contributions were refunded and each remaining member then had to pay $10
more to raise the $1800. How many went on the trip?

EXAMPLE 4 – Distance Equals Rate Times Time!

a. Tim paddled his kayak 12 km upstream against a 3 km/h current and back again in 5 hours and 20
minutes. In that time, how far could he have paddled in still water (no current)?

b. When Ace Airlines changed to planes that flew 100 km/h faster than its old ones, the time of its 2800 km
Dallas-Seattle flight was reduced by 30 minutes. Find the speed of the new planes.
c Because of the traffic Maria could average only 40 km/h for the first 20% of her trip, but she averaged
75 km/h for the whole trip. What was her average speed for the last 80% of her trip?

d. An elevator went from the bottom to the top of a 240 m tower, remained there for 12 s, and returned to
the bottom in an elapsed time of 2 minutes. If the elevator traveled 1 m/s faster on the way down, find its
speed going up.

e. Because of strong headwinds, an airplane’s ground speed for the first half of a 2000 km trip averaged
only 600 km/h. What must its ground speed be for the rest of the trip if it is to average 720 km/h for
the entire trip?
Algebra 2 Honors Graphing Rational Name__________________
Chapter 7 – Rational Functions
(Day 8) Notes Functions

Rational Functions

EXAMPLE 1 – Introduction to Graphs of Rational Functions

Rational function 𝑓 is graphed below. Examine it and compare its features to its equation.
𝒙𝟐 − 𝟓𝒙 + 𝟒
Vertical Asymptote(s): 𝒇(𝒙) = 𝟐
𝒙 − 𝟐𝒙 − 𝟖
Horizontal Asymptote:

x-intercept(s): y-intercept(s):

Hole:

Domain: Range:

Behavior at VA: Behavior at Ends:

𝑨𝒔 𝒙 → , 𝒇(𝒙) → 𝑨𝒔 𝒙 → , 𝒇(𝒙) →
𝑨𝒔 𝒙 → , 𝒇(𝒙) → 𝑨𝒔 𝒙 → , 𝒇(𝒙) →

𝑵(𝒙) 𝒂𝒏 𝒙𝒏 ) 𝒂𝒏 + 𝟏 𝒙𝒏 + 𝟏 )⋯
Let 𝒇 be rational function 𝒇(𝒙) = =
𝑫(𝒙) 𝒃𝒎 𝒙𝒎 ) 𝒃𝒎 + 𝟏 𝒙𝒎 + 𝟏 )⋯

Horizontal Asymptote

y-intercept

Zero(s)/x-intercept(s)

Hole(s)

Vertical Asymptote

Behavior Around Vertical

Asymptote(s)
EXAMPLE 1 – Graphing Rational Functions with One Vertical Asymptote
Graph the following functions using asymptotes, intercepts, and end behavior.
𝒙'𝟐
a. 𝒇(𝒙) =
𝒙)𝟒

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →
𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:

𝟑
b. 𝒈(𝒙) = −𝟐
𝒙−𝟒

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →
𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:
EXAMPLE 2 – Graphing Rational Functions with One Vertical Asymptote and a Hole
Graph the following functions using asymptotes, intercepts, and end behavior.
𝒙𝟐 )𝒙
a. 𝒇(𝒙) =
𝒙𝟐 '𝟐𝒙'𝟑

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →
𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:

𝟐𝒙𝟐 )𝟑𝒙)𝟏
b. 𝒇(𝒙) =
𝒙𝟐 )𝟑𝒙)𝟐

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →
𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:
EXAMPLE 3 – Graphing Rational Functions with Two Vertical Asymptotes
Graph the following functions using asymptotes, intercepts, and end behavior.
𝒙𝟐
a. 𝒇(𝒙) =
𝒙𝟐 '𝟗

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:

𝟑𝒙
b. 𝒇(𝒙) =
𝒙𝟐 '𝟏

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:
EXAMPLE 4 – Graphing Other Rational Functions
Graph the following functions using asymptotes, intercepts, and end behavior.
𝒙𝟐 '𝟓
a. 𝒇(𝒙) =
𝒙𝟐 )𝟏

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →
𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:

𝒙𝟑
b. 𝒇(𝒙) =
𝒙𝟐 '𝟏

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:
𝟐𝒙𝟐 )𝟏
c. 𝒇(𝒙) =
𝒙𝟐

VA: HA:

x-int: y-int:

Hole(s):

Behavior at VA: Behavior at Ends:

𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →
𝐴𝑠 𝑥 → , 𝑓(𝑥) → 𝐴𝑠 𝑥 → , 𝑓(𝑥) →

Domain: Range:

Common questions