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Lesson 7 Algebra Practice Problems

The document contains practice problems for Lesson 7 of an Algebra 1 course, focusing on finding numbers that meet specific multiplication and addition criteria, rewriting expressions in factored form, and solving equations. It includes tasks such as matching quadratic expressions, analyzing a graph of a ferris wheel's height over time, and evaluating solutions to equations. Additionally, it addresses a bacteria population model and requires explanations for various mathematical concepts.

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yu xu
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50 views3 pages

Lesson 7 Algebra Practice Problems

The document contains practice problems for Lesson 7 of an Algebra 1 course, focusing on finding numbers that meet specific multiplication and addition criteria, rewriting expressions in factored form, and solving equations. It includes tasks such as matching quadratic expressions, analyzing a graph of a ferris wheel's height over time, and evaluating solutions to equations. Additionally, it addresses a bacteria population model and requires explanations for various mathematical concepts.

Uploaded by

yu xu
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Lesson 7 Practice Problems

1. Find two numbers that...

a. multiply to -40 and add to -6.

b. multiply to -40 and add to 6.

c. multiply to -36 and add to 9.

d. multiply to -36 and add to -5.

If you get stuck, try listing all the factors of the first number.

2. Create a diagram to show that is equivalent to .

3. Write a or a sign in each box so the expressions on each side of the equal sign
are equivalent.

a.

b.

c.

d.

4. Match each quadratic expression in standard form with its equivalent expression in
factored form.

A. 1.

B. 2.

C. 3.

D. 4.

Algebra 1 Unit 7
CC BY 2019 by Illustrative Mathematics® 1
Lesson 7
5. Rewrite each expression in factored form. If you get stuck, try drawing a diagram.

a.

b.

c.

d.

6. Which equation has exactly one solution?

A.

B.

C.

D.

(From Unit 7, Lesson 5.)

7. The graph represents the height of a passenger car on a ferris wheel, in feet, as a
function of time, in seconds since the ride starts.

Use the graph to help you:

a. Find .

b. Does have a solution?


Explain how you know.

c. Describe the domain of the function.

d. Describe the range of the function.

(From Unit 4, Lesson 11.)

Algebra 1 Unit 7
CC BY 2019 by Illustrative Mathematics® 2
Lesson 7
8. Elena solves the equation by dividing both sides by to get . She says
the solution is 7.

Lin solves the equation by rewriting the equation to get . When


she graphs the equation , the -intercepts are and . She says
the solutions are 0 and 7.

Do you agree with either of them? Explain or show how you know.

(From Unit 7, Lesson 5.)

9. A bacteria population, , can be represented by the equation ,


where is the number of days since it was measured.

a. What was the population 3 days before it was measured? Explain how you
know.

b. What is the last day when the population was more than 1,000,000? Explain how
you know.

(From Unit 5, Lesson 7.)

Algebra 1 Unit 7
CC BY 2019 by Illustrative Mathematics® 3
Lesson 7

Common questions

Powered by AI

Check if the graphs intersect. If they do, the intersections represent solutions to f(x) = g(x). Analyze any shared points and verify against the graph’s scale and labeled values .

Using P = P0e^(rt), assess past and future population by adjusting t. For predicting three days before, substitute negative time values, P(-3), into the equation. Analyze when P > 1,000,000 by solving for t in P(t) equation .

The domain is the set of all possible x-values shown on the graph, while the range is the set of all y-values it attains. For a ferris wheel height function, the domain might be all times from start to end of the ride, and the range might be the minimum to maximum height of the car .

Quadratic equations like (x - a)^2 = 0 have one solution, x = a, because the discriminant is zero. Analyze the vertex's intersection at the x-axis confirming its single root visually and algebraically .

Create visual aids like area models or algebra tiles to align expressions visually. Diagramming expressions such as factored vs standard form helps in seeing equivalence by showing product and sum breakdowns .

List factor pairs of -36: (1, -36), (-1, 36), (2, -18), (-2, 18), etc. Identify the correct pair (-4, 9) leading to decomposition of middle term in x^2 + 9x - 36 for factoring: (x+9)(x-4).

Graphing equations like y = ax^2 + bx + c shows the x-intercepts, which are the real solutions. If Elena finds only x=7 and Lin finds x=0 and x=7, the graph’s intercepts clarify the solution sets, showing multiple solutions if intercepts exist at both points .

Find two numbers that multiply to the quadratic term's product and add to the middle term. Use these numbers to break down the middle term, then factor by grouping. For example, for x^2 + 5x + 6, numbers 2 and 3 multiply to 6 and add to 5, leading to (x + 2)(x + 3)

List all pairs of factors giving the product equal to the quadratic's constant term. Decompose the middle term using correct factor pairs, simplifying the expression to a common factor extracted form, verifying with expansion .

To solve this, identify two numbers whose product is -40 and sum is -6 by listing factor pairs of -40, which include (1, -40), (-1, 40), (2, -20), (-2, 20), (4, -10), (-4, 10), (5, -8), and (-5, 8). The pair (-10, 4) satisfies both conditions, as -10 + 4 = -6.

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