+++++++++++ACTIVITY: REAL NUMBERS

Objective: to use the properties and characteristics of NUMbers to classify them into subgroups and
groups.

1. In the following table, determine if the numbers that appear in the column of the
Left represents numbers. When this is the case, check the boxes with X.
corresponding to the types of numerical sets to which the number belongs

2. Determine in each case if the statements are false or true and justify your answer:

a. For any integers, the expression represents a rational number ( )

-6 is an element ofℤ, but it is not an element of the rationals ( )

c. √5 is an element of theℝ, but it is not an element of theℚ ( )

d. The set of integers is not contained in the set of

rational
There is a decimal number that cannot be expressed as a quotient of two integers.

ICFES TYPE TEST (REAL NUMBERS)

The real number

A rational number less than 5/8.

B. irrational less than 5/10,000.

C. irrational, because its decimal expression is infinite.

D. rational because its decimal expression is infinite non-repeating.

In the number line shown, two real numbers have been located.

√2 y (√2 + 1)

The statement 'Between the points P and Q it is possible to locate another irrational number' is

A. false, because √2 + 1 is the next one after √2.

B. true, because an irrational number that is between P and Q is √3.

C. false, because only rationals can be placed between P and Q.

D. True, because an irrational number that is between P and Q is ((√2 + 1) - √2)/2.

3). On the number line shown, some real numbers have been placed.

The real number 2− /2 is in the interval

A. (-1,0) and it is an irrational number.

B. (-1,0) and it is a rational number.

C. (-4,-3) and it is an irrational number.

D. (-4,-3) and it is a rational number.

4. Sean a and b two natural numbers that + = 14 = 48, then the value of 2 + 2 is

a. 20 b.24 c. 36 d. 48 e. 100

ICFES TYPE WORKSHOP OPERATIONS

DBA: Proposes systems of two linear equations with two unknowns and solves them using
different strategies

SYSTEMS OF EQUATIONS

A system of equations is a set of two or more linear equations with multiple variables.
in which you want to find a common solution. ... A linear equation with two unknowns is a
equality of the equation ax+by=c, where a, b, and c are numbers, and 'x' and 'y' are the unknowns

TECHNIQUES FOR SOLVING SYSTEMS OF EQUATIONS

The techniques for solving systems of equations are mathematical strategies to deduce the
value of an unknown through a series of finite steps where the intermediate equations
that are being obtained have fewer unknowns than the previous equations. The techniques more
worked on in school are equalization, substitution, reduction, and determinants, of which in
in this guide we will only address the first weights.

Resolution by substitution.

Suppose you have to solve the system of equations presented below and do not know how to.
He has no clear idea of how to start.

What should be done? Choose the equation that you prefer to be the easiest to solve, in
In the case that both represent similar difficulties, choose either one and follow these instructions.

The first item could be called Clear, it consists of expressing one of the variables in terms of the other.
from the other.

4x + 3y = 22

2x + 5y = 18

What should be done? Choose the equation that you prefer is the easiest to solve, in
In case both represent similar difficulties, choose either one and follow these instructions.

The first item could be called Clear, which consists of expressing one of the variables in terms of the others.
from the other.

We start by isolating one of the two variables in one of the equations (in this case, we choose y from
the first equation):
4 + 3 = 22

Due to the uniform property of addition, we can add -4x to both sides of the equality.

4 + 3 - 4 22 minus 4

By reducing similar terms, we obtain

3 = 22 - 4

We continue applying the uniform property of multiplication which allows the expression
previous is written as

3 /322 - 4

Simplifying, we obtain

Y = 22 - 4X

The second step could be called substitution, which consists of replacing the previous result in the
another equation

2X + 5 = (22 - 4X) = 18

The third step involves eliminating and reducing terms based on the relative properties of the
numeric sets. We start with the distributive property and the law of hierarchy to eliminate the
parentheses and reduce terms, observe the procedure.
We replace the value of x obtained in one of the arbitrarily chosen equations.

4(4) + 3Y = 22

16 + 3Y = 22

3Y = 22 - 16

3Y = 6

Y = 6/3

Y=2

We find the answer x=4, y=2. We will not verify, since we already know that this answer is
correct

Activity 1

Rearrange the previous example by isolating x at the beginning.

2. Resolution by equalization

We need to solve the system:

4x+3y=22

2x + 5y = 18

This means finding the intersection point between the given lines, of which their
equation.

We solve one of the two variables in both equations, which gives us a system.
equivalent (in this case we choose y):

Y = (22 - 4X)

Y = (18 - 2X)

We remember that, having two equations, if the first members are equal, the second ones are too.
they are also, therefore:

(22 - 4X) = (18 - 2X)

3 5
Then:

5 (22 - 4X) = 3 (18 - 2X)

110 minus 20X equals 54 minus 6X

-20X + 6X = 54 - 110

-14X = -56

X = -56/ -14

X=4

We replace the value of x obtained in one of the equations (we choose the second one):
Y = 18 - 2(4)

We operate to find the value of y:

Y = 18 - 8

Y= 10

Y=2

We verify, in both equations, to see if indeed (x; y) = (4;2):

4 (4) + 3 (2) [ = ] 2(4)+5(2)

16 + 16 [ = ] 22 8 + 10 [ = ] 18

22 = 22 18 = 18

Now we can confirm that x = 4 and y = 2 are the intercepts of the lines.

Activity 2

Carry out the previous example by solving for x in both equations.

3. Resolution by reduction

We need to solve the system:

4x+3y=22
 2x + 5y = 18

The objective is to eliminate one of the unknowns, leaving them in additive inverses, knowing that one
equality does not change if it is multiplied by a number to all the terms of the equality. Also
We know that an equation does not change if another equation is added to it. If we want to eliminate the x, why
What should I multiply the second equation by, so that when I add it to the first one, I get zero?

The answer is -2. Let's see:

4 X + 3 Y = 22

-2 2X + 5Y = 18

With what we obtain:

4X + 3Y = 22

-4X - 10Y = -36

From the sum we obtain: -7y = -14

y=2

Replace the value obtained for y in the first equation:

4X + 3(2) = 22

4X + 6 = 22

And finally

4X = 22 - 6

4 X = 16

X = 16/4

X=4

ACTIVITY OF SYSTEMS OF EQUATIONS:

Objective: Use properties and operations related to numerical sets to determine

the solution of each linear system.
TECHNIQUES FOR SOLVING PROBLEMS WITH SYSTEMS OF EQUATIONS

CASE 1: quantity and price.

This is the problem type where you have to find the prices or the quantities for everything.
Agree with the statement. In general, if we have n objects of which x have a cost
unitary equal to a and the rest have a unit cost equal to b, then the problem translates to
solve the system

Where CT is the total cost of the n objects. Example 1

Bob needs to build a house, for which he needs screws type A and B. If each screw type A costs
If $5 and screw type B costs $10, then how much money do I spend if I bought 130 screws for a
total of $875?

In this case, a = 5; b = 10; n = 130 and CT = 875, therefore, the system

And applying one of the aforementioned methods, the solution can be found.

CASE 2: Work Issues

If one machine can perform a task in time t1 and another in time t2, the equation that
it allows calculating the time it takes both to complete the same job is given by

Eye 1 Clearing the tempotcomot=t1 +t2 is a very common mistake. The correct thing is
Note 2 If you want to add another machine, then in the formula it is enough to add 1 / 3

in the sum on the right.

Example 2:

One faucet fills a pond in 6 hours and another does it in 4 hours. If the drain can empty it
In 3 hours, how long does it take to fill the empty pond when opened simultaneously?
the keys and the drain?

Therefore, the pond takes 12 hours to fill.

CASE 3: Fence Problems

In these problems, there is a quantity c of some material that is intended to enclose a ...
rectangular region whose area is A and we are asked to find the length x and width y of the region.
In general, the problem boils down to solving the system.

CASE 4: Rectangular Cases

In these problems, a rectangular figure is presented, within which there is another one.
rectangle with sides x and y leaving a strip of constant width a between them.
If the area of the strip between both rectangles is represented by A, we have the following equation

where A = area of the outer rectangle - area of the inner rectangle. Complete examples.

1. Tanks of 2000 and 1600 gallons capacity are filled with fuel. The
number of gallons that should be taken out of the largest tank so that the ratio between
The amounts of fuel from largest to smallest are 6 to 5: a) 80 b) 200 c) 400 d) 800

Response

(2000 - ) / (1600) = 6 /5

10000 − 5 = 9600

10000 - 9600 = 5

400 = 5

80 =

Two workers must share $82,500 based on the days each one worked. If one of them
Worked 30 days and received $7500 more than the other, then the number of days the other worked.
worker was: a) 5 b) 25 c) 30 d) 35

Response

= + 7500

The total salary paid is 82500

2=

And this is the same + 2= + 7500 + 82500

2 + 7500 = 82500

2 = 82500 - 7500

2 = 75000

= 37500

Es decir el obrero dos (ob2) gana 37500 y el obrero uno (ob) gana 45000

By hypothesis, he earns this in 30 days, which implies that he earns 1500 in one day.
By hypothesis, it is also known that the price per day for both workers is the same.
consecuencia 37500 / 1500 = 25

That is, I work 25 days

ACTIVITY APPLICATIONS OF SYSTEMS OF LINEAR EQUATIONS

Objective: Model the following problems using the properties and rules related to
the numerical sets.

A boy with $410 buys 34 candies: some for $10 and others for $15. How many $10 candies did he buy?

2. At a theater function organized by a school, 1,000 people attended, leaving

$2,650,000 for ticket sales, which were of two types: gallery, which cost $2,000 and
Box seats $3,000. If tickets of both types were sold, how many people attended the box seats?

A master can paint a room in 2 hours and his assistant in 3 hours.

How long do both take to paint the room?

4. A photograph measuring 20 cm by 15 cm is to be glued onto a cardboard in such a way that it remains a

strip around the photo 4 cm wide. If this strip is to be painted gold, the area of
the surface to be painted is

The length of a pool is five times its width. It is surrounded by a strip of grass that is 4 meters wide.
width, whose area is 1.024 m2. What is the perimeter of the pool?

A cyclist leaves Santiago and another from Temuco, 720 km apart, heading towards each other. The first
travels at 40 km/h and the second at 30 km/h. If both depart at 7 a.m., what distance separates them at
10 a.m. on that same day?

7. Two cars depart from the Plaza de Armas at the same time in opposite directions. The
the speed of one of them is 10 km/h less than that of the other. Knowing that after 3 hours...
they are located 510 km away, what is the speed of the fastest car?

8. The number of children who attended the wrestling exceeds the number of adults by 50. If each
An adult pays $3,000 and each child $2,000, and there was a total collection of $775,000.

How many children attended the show?

An air conditioning unit lowers the temperature by 10 degrees in 12 minutes. If operated with
A second device will simultaneously take 4 minutes to descend. How long will the second one take?
device to produce a change in temperature by itself?
10. The new bottling machine triples the speed of bottling machine B. If machine B used to take 5
hours in bottling a batch, how long will it take working simultaneously with the
bottling company A?

11. A pig farm is to be built that encloses 80 m2. If there are 84 m of wire and
It is planned to set it up in a double way. What should the dimensions of the farm be?

ICFES Type I Test on Systems of Equations and Applications

1. In a pen, there are chickens and rabbits. There are 72 legs and 22 heads. How many chickens and ...
Are there rabbits?

8 hens and 12 rabbits

8 chickens and 14 rabbits

6 hens and 16 rabbits

14 hens and 8 rabbits

2. Two scales in balance. On the first side, we have three plates with a bottle.
On the other side a plate with a glass. In the second we have, on one side two plates with a glass and on the
the other side of the bottles, as shown in the graphs. Then, the weight of a bottle
how many plates does it equal?

A. 2 plates B. 3 dishes. C. 4 dishes. D. 6 dishes.

ANSWER QUESTIONS 3 AND 4 ACCORDING TO THE FOLLOWING INFORMATION

A boy opens his piggy bank and finds that he has $18,500 in coins of $500, $200, and $100 in total.
I have 103 coins and see that the quantity of $100 coins is three times greater than the quantity of
$200 coins.

3. If we call X the amount of $500 coins, Y the total of $200 coins and Z to the
number of $100 coins, then, the mathematical model that best represents the
the previous situation is:
A. 500x + 200y + 100z = 18500

x + y + z = 103

z = 3y

B. 18500 = 500z + 200y + 100x

z + y + x = 103

100z = 3(200y) z = 3x

C. 500x + 200y + 100z = 18500

z + y + x = 103

y = 3z

D. 18500 = 500x + 200y + 100z

z + 4y = 103

z = 3X

4. From the previous situation, it is not possible to assert that:

A. In the piggy bank there were 15 coins of $500

B. In the piggy bank there were more coins of $200 than of $500.

C. In the piggy bank, there were 66 coins of $100

D. There were more $200 coins in the piggy bank than $100 coins.

5. Two scales in balance. On one side we have a jug and on the other a
bottle. In the second we have, to one side a jug and on the other a cup with a plate and in the third
we have, on one side three plates and on the other side two bottles, as can be seen in the graphs.

Then, how many CUPS are needed to balance the following scale

a) 2
b) 3

c) 4

d) 1

ANSWER QUESTIONS 6 AND 7 BASED ON THE FOLLOWING INFORMATION

Un padre quiere repartr una cantdad de dinero a sus dos hijos, pero uno de ellos se portó mal,
for which he is going to punish him by giving $6,000 less than to his brother. If he has $20,000 available to
repartr.

6. How much is owed to the one who behaved well

$14,000

$13,000

$16,000

$10,000

7. the equation or system of equations that allows to determine the amount of money that he
it corresponds to each of the children

Rta: it is theD

ACTIVITY ON THE NOTION OF FUNCTION

Objective: use the definition of a function to determine which relationships are and which are not
functions

a. Make use of the definition of a function over the sets A = {1, 2, 3} and B = {4, 5, 6} and
Determine which record they are not and why?: 1.
 2. 3.

4. 5.

It is claimed that only 1), 2) and 4) are diagrams that correspond to functions. Why could that be? Why
What is said about 3) and 5) is that they are not functions, but only represent a relation?

Annotated conclusions:

b. Analyze different examples in this record, where X = {1, 2, 3} and Y = {1, 2, 3, 4, 5, 6}

It is said that table 1, 2, and 3 are functions. What could be the reason that table 4 and 5 do not represent?
functions?. Annotate conclusions:
-

c. Analyze the following situations:

Shade of a tree (height of the tree and its shadow)

2. The volume of a box (measured by the edge and its respective volume)

3. Vehicle restriction (day and license plate expiration of vehicles)

It is said that 1) and 2) correspond to functions. Why is 3) not one? Note your conclusions:

ICFES TYPE TEST ON TYPES OF FUNCTIONS

ANSWER QUESTIONS 1 TO 3 BASED ON THE FOLLOWING DEFINITION

A function f is a relation (correspondence) that assigns to each element x of a set A.

exactly one unique element f(x), called the image of x, from a set B.

Functions are usually considered for which sets A and B are sets of numbers.
real numbers. The set A is called the domain of the function. Meanwhile, the set formed by
All the f(x) is called range.

We say, then, that the relationship: each biological mother corresponds to her child. It is not
function, because

The group formed by the children only admits one mother.

b) The set formed by the mothers allows for more than one child.

c) The set formed by the mothers allows only one child.

d) The set formed by the children allows for more than one mother.

2. Juan claims that he maps the set A = {1, 4, 9, 16, 25, 36} and corresponds it to its root.
cuadrada a cada elemento del conjunto, la relación es función.

a) Yes, because the square root of 1 is 1, the square root of 4 is 2, and so on, and by establishing the relationship
it would meet the definition of a function.
b) No, because any element of A has two roots and this would contradict the definition of a function.

c) Yes, because a function can always be established between any set of numbers and
the set of numbers formed by its roots.

d) No, because every relation is not a function.

3. Regarding the concept of function ( : → it can be stated that

a) A function is a rule or correspondence that assigns to elements of a set A,

elements from another set B.

b) A function is a rule or correspondence that assigns to each element of a set A, a

element of set B.

c) Una función es una regla o correspondencia que asigna a cada elemento de un conjunto A, uno
and only one element of set B.

A function is a rule or correspondence that assigns all the elements of a set A to

a Unique element of set B.

ANSWER QUESTIONS 4 TO 6 ACCORDING TO THE FOLLOWING INFORMATION

To treat the cardiac arrhythmia (alteration of the heart rhythm) of a patient, a

medication high blood flow in intravenous form. The concentration C of the medication
after hours is given by the expression

4. Of the following graphs, the one that correctly represents the given function is C(t)
5. The concentration of the medication in the patient's blood reaches 1.5 mg / l when

a.t = 1/4

b.t= 3/4

c.t= 1

d.t= 1 1/4

6. Regarding the concentration of the medication in the patient's blood, it is NOT correct to state
that

a. sit= 1, the concentration is 1.75 mg/l.

b. for some times the concentration is 4.5 mg/l.

c. sit=6, the concentration is 3mg/l

d. for some time, the concentration is ½ mg/l.

ACTIVITY ON THE LINE

1. Given the points A (-3, 4), B (0, 2), and C (-3, 2) vertices of triangle ABC:

a) Determine the equations of the lines corresponding to the sides of triangle ABC.

b) Verify that triangle ABC is a right triangle.

c) Determine the equation of the line parallel to side AB through vertex C.

d) Calculate the value of the height corresponding to side AB.

2. Indicate whether the following statements are true or false:

a) The point p (0,0) belongs to the line R: 3x + 4y = 0.

b) S: 2x – 1 = 0 is parallel to the x-axis.

c) T: 2y + 5 = 0, is parallel to the y-axis.

d) The point M (-1, 3) belongs to the line M: 2x + 3y - 7 = 0.

e) The lines C: x - y + 2 = 0 and D: 2x - 2y + 4 = 0 are parallel.

f) The lines A: 2x – 3y – 1 = 0 and B: 2x + y + 2 = 0 are not perpendicular.

3. Knowing that p = (a, a+2) belongs to the line with the equation 2x + 3y - 1 = 0, Calculate the
coordinates of that point.
4. What is the position of line R with equation 6x + 4y = 0 in relation to line S with equation 9x
+ 6y – 1 = 0?

5. determine the equation of the line that intersects the y-axis at point A (0, -2) and is perpendicular to the
bisector of the II quadrant.

6. Dados los puntos A ( 3,5), B ( 7, -1), C (- 4, 4) y D ( 0, -2)

Is AB // CD?

7. Let the points A (3,5), B (7,-1), C (0,0) and D (12,8). Is AB // CD?

11. Demonstrate that the points A (1, -3) and C (-3, 7) and D (-6, -1) are the vertices of a parallelogram.

12. Prove that A (7,9), B (10,-3) and C (2, -5) are the coordinates of the vertices of a triangle.
rectangle.

13. Determine in such a way that the line passes through (-4, -3) and (8, y) is parallel to the line that
passes through (4, -4) and (3, 5).

14. Determine in such a way that the line passing through (-2, -1) and (10, y) is perpendicular to the
line that passes through (6, -2) and (5, 7).

15. Write the line that passes through (8, -2) and is perpendicular to the line 5x – 3y = 7.

PART II

Indicate whether the following statements are true or false:

1) We owe the foundations of Geometry to the French mathematician René Descartes.

Analytical.

The Cartesian plane is divided into four quadrants.

The coordinate axes of a Cartesian plane are perpendicular.

The coordinate axis 'y' corresponds to the axis of abscissas.

....... 5) Point A(3,8) has an ordinate of 8.

6) The abscissa and the ordinate can be positive, negative, or zero.

....... 7) The distance between two points located in the Cartesian plane cannot be determined.

The distance between the points (2,5) and (-4,-3) is 100 units.

To obtain the slope of a line that passes through two points, the x-coordinates are subtracted and
this difference is divided by the subtraction of the ordinates.
10) The slope of the line that passes through the points (1,3) and (4,9) is 2.

The equation of the line that passes through the origin and the point (1,2) is y = 2x.

The formula of the main equation of the line is y = mx + n.

A 'x' is referred to as an independent variable.

The equation of the line that passes through the point (2,3) and slope 1 is y - x - 5.

= 0.

In the equation y = 3x + 2, its slope is 3.

....... 16) The position coefficient of the equation

y Δ Δ2x Δ 1

Two lines are parallel to each other when their slopes are equal.

Two lines are perpendicular to each other when the product of their slopes is 1.

19) The slope of a line perpendicular to the line y = 5x + 8 is -1/5.

....... 20) The lines 2x + 3y - 3 = 0 and 3x - 2y = 0 are perpendicular.

The equation Ax + By + C = 0 is known as the General Equation of the Line.

TALLER TYPE ICFES ON THE STRAIGHT LINE

ANSWER QUESTIONS 1 AND 2 ACCORDING TO THE FOLLOWING INFORMATION

Depreciation is the value that some assets lose as a result of wear and tear from use.
during its useful life or due to obsolescence caused by technological changes. A
The following presents the relationship between the cost of a taxi purchased in the year 2000 and the
depreciation given by its use, placing time on the horizontal axis (useful life in years) and value
on the vertical axis (price in millions of pesos):
1. According to the graph, the slope (m) of the line that represents the depreciation of the taxi is:

A. m= −4 B. m= −1/4 C. m= 4 D. m= 1/4

2. We then say that the value of this slope indicates the relationship between the variation of the price
deltaxi and the years of use. In this case, it can be stated that:

A. For each year that passes, the taxi increases its price by 4 million pesos.

B. Every time the taxi price decreases by 4 million, it means you are a year younger.
useful life.

C. Every time the taxi price increases by 4 million, it means that you have one year less to live.
Useful.

For each year that passes, the price of the taxi decreases by 4 million pesos.

ANSWER QUESTIONS 3 AND 4 ACCORDING TO THE FOLLOWING INFORMATION

A boy opens his piggy bank and finds that he has $18,500 in coins of $500, $200, and $100. In total.
There are 103 coins and see that the number of $100 coins is three times greater than the number of
$200 coins.

3. If we call x the number of $500 coins, and y the total number of $200 coins, and z the quantity
of $100 coins, then, the mathematical model that best represents the above situation
es:
C. 500x + 200y + 100z = 18500 C. 500x + 200y + 100z = 18500

x + y + z = 103 z + y + x = 103

z = 3y y = 3z

D. 18500 = 500z + 200y + 100x D. 18500 = 500x + 200y + 100z x + y + z = 103 x + 4y = 103

100z = 3(200y) z = 3x

4. From the previous situation, it is not possible to affirm that:

In the piggy bank, there were 15 coins of $500.

In the piggy bank, there were more coins of $200 than of $500.

In the piggy bank there were 66 coins of $100.

H. In the piggy bank, there were more $200 coins than $100 coins.

ANSWER QUESTIONS 4, 5, AND 6 ACCORDING TO THE FOLLOWING INFORMATION

The following figure shows the layout of a recreational park with its respective areas:

A: Zona de Eventos artstcos B: Zona verde

C: General recreation area

D: Zona de juegos infantles

4. The equation that corresponds to the line that divides the green area (B) and the recreation area.
general (C) is:

A. y = 3/2x – 45 B. y = −3/2x + 45 C. y = −2/3x + 20 D. y = 2/3x − 20

Exactly, how many meters wide should the park be if we want the line
Does the divider between the green zone (B) and the general recreation area (C) intercept the y-axis?
A. 20 metros. B. 30 metros. C. 45 metros. D. 50 metros

Activity

If a has a sign opposite to b, where will the axis of symmetry of the parabola be?

GRAPH OF A QUADRATIC FUNCTION

There are at least two ways to graph a quadratic function.

1. Find the coordinates of the vertex and determine two points that are above it and
two points below.

2. Find the vertex, the intersections with the independent axis and dependent.

For practical purposes, we will show the parts of a quadratic function through an example.
particular, let f(x) = x^2 - 2x - 3, a = 1 > 0

By graphing the given quadratic function, we can observe the intercept, the zeros (x-intercept),
the vertex and the axis of symmetry:

GRAPH OF A QUADRATIC FUNCTION OF FORM NUMBER 2

To generate the graph of the quadratic function through the second method it is necessary
to determine

1. The coefficients of the polynomial that defines the function

The vertex

3. determine the intersections with each axis

4. plot the points and describe the trajectory

Let's graph f(x) = x^2 - 2x - 3, a = 1 > 0 step 1

Step 2.

vertex of the parabola and can be determined through the expression:

Where x = 1, is the axis of symmetry

STEP 3.

ZEROS (CROSSINGS ON THE X-AXIS) These are the values where the graph of the function intersects the
X axis. To determine the intersection with the x-axis, the function is set equal to 0 and the equation is solved.
square. Thus, by setting y = 0 in the equation and solving f(x) = 0, the zeros of the
function. The number of zeros can be 2, 1, or 0, the last case is when the graph does not intersect.
to the X axis.

INTERCEPT (Y-AXIS INTERCEPTION): This is called the value where the graph of the function intercepts.
to the y-axis. To determine this value, x is replaced by 0 in the function's equation. Thus, y = f(0)
it is the value at which the graph intersects the y-axis. It is evident that given the quadratic function, f(x) = ax² +
bx + c, c is the intercept and is written as the coordinate (0, c)
Conclusiones:

Workshop

Note: Remember that to establish the value of a, b, and c in a quadratic function, it must be
in a generally extended form.

1. Find the values of a, b, and c for the following set of functions and state what they are.
symmetric with the y-axis.

a) f(x) = (x-3)2 +6x b) g(x) = 4x2 – 5x c) h(x) = – x2 – 4 d) j(x) = x2 + 3x + 2 e) k(x) = –4x2 + 4x – 1 f)

i(x) = x2 - 2x - 8 g) q(x) = - x2 + 6x - 9 h) r(x) = (2x - 1)(x + 2,5) i)t(x) = - x2 - x - 2

2. Graph the symmetric functions without using GeoGebra and write down your conclusions.

ICFES TYPE TEST ON FUNCTIONS AND QUADRATIC EQUATIONS

Answer questions 1 and 2 according to the information

The graph given below has the shape

 = ( )= + +

The signs of a and c are

A. Positvos B. Positvo y negatvo respectvamente

C. Negatives C. Negative and positive

Respectively

2. The roots of the function are

A. Positvas B. Una positva y la otra negatva

C. Negatives C. It has no roots

3. By solving the following equation, we obtain as a solution

−√ − =

A. =− ∧ = − B. = ∧ =

C. =− ∧ = D: = ∧ =−

4. By solving the following equation, we obtain as a solution

+√ − − =

A. = +√ ∧ = −√

B. = − +√− ∧ = − √−

C. = − √ ∧ = − √

D: = − −√ ∧ =− +√

5. By solving the following equation, we obtain as a solution

+ =5

A. = − ∧ =
B. = √ =− √ =√ = −√

C. = √ ∧ =√

D: =√ = −√ = √ =− √

6. Given the function = + it can be stated that

A. Tiene dos raíces B. Tiene una raíz doble

{"C":"C. It has no roots","C_2":"C. It is a linear function"}

7. Given the function = − it can be affirmed that

A. Tiene una sola raíz B. No tene raíces

C. It has a single root at x = 0

D. It has two roots at X=0 and X=4/3

8. According to the graph, the roots of the quadratic function are

A. =− ∧ = − B. = ∧ =

C. =− ∧ = D: = ∧ =−