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Algebra 2
Terms to Know
cards #411 to #478
in the Study Buddy
• system of equations (407) • rate/start model (440) • zeros/roots (452)
• stack method (410) • quantity/value model (442) • y = ax2 + bx + c (453)
• solution (417) • exponential model (444) • FOIL (461)
• slope (418) • quadratic (447) • roots by factoring (462)
• y-intercept (419) • parabola (450) • f(x) (471)
• y = mx + b (420) • vertex (451)

−2x + 4 y − 6z = 18
Solving Systems
Don’t forget to distribute the negative. Now you can
When you are given two equations, you usually add the equations to eliminate the z:
won’t be able to Plug-In because there are already €
specific values for the variables. Your job is to find −2x + 4 y − 6z = 18
those values. The best way to solve is usually by
cleverly manipulating the equations. Let’s look at a x + 9 y + 6z = 39
Grid-In question that involves a system of equations: −x + 13 y = 57
x − 2 y + 3z = −9 Look! What’s left over is identical to what you were
1 asked to find. Just rearrange the variables:
x + 3 y + 2z = 13 €
3
13 y − x = 57
According€to the system of equations above, what is
the value of 13 y − x ? Not all systems questions will be this complicated,
€ but solving will likely include manipulating one or
For now, don’t worry about what they’re asking for. both of the €
equations.
It seems complicated, but you should trust that this
question
€ was designed to easily get you what you’re
looking for. This is almost always the case! Instead
of focusing on what you want, look at what you
Drill A
(6 minutes)
have. The second equation is a little messy because
of the fraction. Let’s get rid of that fraction by 12
multiplying the entire equation by 3:

"1 % 6x + 5y = −10
3$ x + 3 y + 2z = 13 ' y − 2x = −18
#3 &

x + 9 y + 6z = 39 What is the solution (x, y) to the system of

equations above?
€
€ that distribution rules require that you
Remember
A) (6, –6)
multiply every part by 3. With a more manageable
equation, you
€ can proceed to the next step. Since the B) (0, −2
expression you’re looking for doesn’t include z, you
C) (5, −8)
should try to eliminate it. You can cross it out if you
multiply the first equation by −2 so that you have a D) (7, 6)
−6z and a +6z:

−2 ( x − 2 y + 3z = −9)

© March 2017 Capital Educators 31

€
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15 22
x + y = −7 If m = 2 5 and 3m = 3n , what is the value of
3x + y = −39 n?

According to the system of equations above,

what is the value of y? € €
€

28
16
5x + 3 y − z = 12
j = 1.95 + 0.15x
x − 2 y + 4z = 11
k = 1.65 + 0.25x −2x − 5y + 5z = 7
In the equations above, j and k represent the
price per gallon, in dollars, of gasoline in Floral In the set of equations above, x =
Cove € and Gardenville, respectively, x months
after January 1 of last year. What was the price A) 0€
per gallon of gasoline in Floral Cove when it B) 2
was equal to the price per gallon of gasoline in
Gardenville? C) 3
D) 4
A) $1.50
B) $2.10
C) $2.40
D) $3.30 Quantity/Value Models
Remember when you just solved Simultaneous
Equations? Many Models are designed to test the
same skill, except the question will include a story.
Some questions will ask you to turn these stories
into equations; others will ask you to solve those
equations. Either way, Quantity/Value Models will
look very similar to the bare-bones simultaneous
20 equations you solved earlier. Here’s an example:

4x + 3 y Example A
If 3x + y = 13 and x + 2 y = 5 , then =
3 Steve is playing a game that requires players to
collect tokens. Some of the tokens are worth 2
A) 6 points and the rest are worth 5 points. In order
B) 8 to win the game, Steve needs to collect tokens
€ € € totaling to at least 60 points. If Steve collects 17
C) 18 tokens to win the game with exactly 61 points,
how many 5-point tokens did he collect?
D) The expression has an infinite number of
values.
Let’s turn this story into two equations. The first is
quantity, so you want to find the quantity of tokens
that Steve had to collect, which the problem says is
17. You can generate an equation to reflect that:

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Here is the general formula for Quantity/Value

t + f = 17 Models from your Study Buddy, and the same
equation with the numbers from our example:
Why t and f? You want to make sure that you are as
clear as possible. You could choose x and y, but you
total quantity
don’t want € to accidentally solve for the wrong
variable at the end. So to make sure you don’t get
tricked, pick variables that make it very clear what
they stand for. In this case, t is the number of Two-
x+ y = q
quantity of x quantity of y
point tokens, and f is the number of Five-point
tokens.

The next equation should symbolize the value of the

tokens. The question said that Steve needs 60 points
ax + by = v
to win, but it also says that he wins by earning value of x total value
exactly 61 points. Since the question is asking about value of y
Steve, you should stick with his numbers:

2t + 5 f = 61
€ total quantity of tokens

t + f = 17
This time, the variables have coefficients so that you
can find the value of the tokens. You’re taking the
number of € Two-point tokens, t, and multiplying it
by the value of each of those tokens. Same thing quantity of quantity of
€
with the Five-point tokens, f. The value of the Two-
point tokens plus the value of the Five-point tokens
two-point tokens five-point tokens

will give us the 61 points that made Steve the victor.

2t + 5 f = 61
value of total value of tokens
two-point tokens
value of
five-point tokens
€ Now that you have both of our equations, you can
solve for f to find the number of Five-point tokens.
There are many ways to do this! Without answer
choices, you need to solve the system algebraically.
€ With choices, you might decide to Backsolve. Let’s
look at both options:

How many five-point tokens did Steve collect?

Algebra Backsolve
A) 6
t + f = 17 B) 7
2t + 5 f = 61 C) 8
D) 9
Manipulate:
−2(t + f = 17) Start in the middle:
€ C) 8 fives + 9 twos = 17
(8 x 5pts) + (9 x 2pts)= 58pts
Stack Method:
−2t − 2 f = −34 Need more points:
€ 2t + 5 f = 61 D) 9 fives + 8 twos = 17
(9 x 5pts) + (8 x 2pts)= 61pts
3 f = 27
f =9
Whichever you choose, be careful that you solve for
the correct variable.
€
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Exponential Models And if you wanted year 3, you’d multiply by 1.17

again, and so on, and so on. You can use this logic to
understand nearly all Exponential Models:
There’s another type of Model that appears
frequently. Let’s take a look at an example:
time
starting amount

xt = x0 (1 ± r)t
Example B
A farmer wants to increase the output of his farm
every year. A certain fertilizer promises to increase
output by 17 percent each year that it’s used. If the
farmer currently produces 112 tons of corn and final amount rate of growth (+) /
plans to use the fertilizer every year, which decay (−) as a decimal
equation models the expected output t years after
he applies the fertilizer for the first time?
starting output
number of years
A) 0.17(112)t
B) 1.17(112)t
C) 112(0.17) t O = 112(1 + 0.17)t
€
€
D) 112(1.17)t € final output
17% increase per year
This looks confusing, but you can use Plug-In to
€
help understand the Model if you’re unsure. Let’s
€start with the simplest number. When t = 0, you are
at the starting point, which should be 112 tons.
Remember that anything raised to the 0 power gives
Drill B
you 1, so let’s see which choices you can eliminate: (6 minutes)
8
€
A) 0.17(112)0 = 0.17 × 1 = 0.17 ✗
B) 1.17(112)0 = 1.17 × 1 = 1.17 ✗
Yesterday, Kate gave exactly fourteen haircuts
and made $50.00. If she charged $5.00 for adults’
C) 112(0.17)0 = 112 × 1 = 112 ✓ haircuts and $2.50 for children’s haircuts, how
many children’s haircuts did she give?
€ D) 112(1.17)0 = 112 × 1 = 112 ✓
€ A) 5
By plugging in 0, you’re very quickly able to
€
eliminate half the choices! Now try 1: B) 6
€ C) 7
D) 8
C) 112(0.17)1 = 112 × 0.17 = 19.04 ✗
D) 112(1.17)1 = 112 × 1.17 = 131.04 ✓

Since output is increasing each year, you want the

€
choice that is greater than 112. With a calculator, you
can€eliminate C quickly; without one, you can use
estimation to arrive at the same conclusion.

If you were to continue to plug in, it would be even

clearer why D is correct. If you want to find out
what the output will be in year 2, what would you
do? Add on another 17 percent to the new value for
year 1. In other words:

year 1 × 1.17 = 131.04

(112 × 1.17) × 1.17 = 153.32

Notice that you’re multiplying by 1.17 again.

Another way to multiply by 1.17 twice is to multiply
112 by 1.17 squared, or:
112(1.17)2

€
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19
Questions 17 and 18 refer to the following information. A ferry is used to carry cars and trucks across a
river. Let x be the number of cars and y be the
The value of a car decreases exponentially over time. number of trucks. The ferry can carry up to 75
A car salesman believes that a certain car worth vehicles and has a maximum cargo capacity of
$5,600 today will lose 13 percent of its value each 200,000 pounds. If each car weighs 2,000 pounds
year for the next ten years. The salesman uses the and each truck weighs 3,000 pounds, which of
equation below to model the value, V, of the car the following systems of inequalities represents
after t years. this relationship?

V = 5, 600(r)t #2, 000x + 3, 000 y ≤ 200, 000

A) $
% x + y ≤ 75
17
€ # x
What value should the salesman use for r? y
% + ≤ 200, 000
€ B) $ 2, 000 3, 000
% x + y ≤ 75
&

#2,000x + 3,000 y ≤ 75
C) $
€ % x + y ≤ 200,000

# x + y ≤ 200, 000
D) $
€ %2, 000x + 3, 000 y ≤ 200, 000

18
To the nearest dollar, what does the salesman
believe the value of the car will be after five
years? (Note: Disregard the $ sign when
gridding your answer.)
21
30(1.1)t
A population of wolves was released into a
nature reserve, and it was predicted that the
population
€ would grow by 10% per year. The
projected population t years in the future is
modeled by the expression above. If the
population actually grows by 15% per year,
which of the following expressions represents
the difference between the actual population
and the projected population?

A) 30(1.15 − 1.1)t
" 1.15 %t
B) 30$ '
# 1.1 &
€ 30(1.15)t
C)
30(1.1)t
€ D) 30(1.15)t − 30(1.1)t

€
€

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Rate/Start Models original Plug-In shows this; when d = 0, a rider will

still be charged $6.

Quantity/Value and Exponential Models comprise Whatever the details of the elaborate story that
about half of the Modeling questions on the test. The accompanies the Rate/Start Model, you can count
rest are variations of the Rate/Start Model. Here’s on there being two basic pieces: the rate per unit of
an example: the variable (0.25) and the starting amount (6). Don’t
let the length of the question intimidate you! Find
Example C
the information that matters and use it to answer the
C = 0.25d + 6 question, plugging in when you’re confused. Here’s
what nearly all Rate/Start Models will look like:
A taxi cab company uses the model above to
calculate the cost of the fare C, in dollars, for
€
single riders within a metropolitan area total amount number of items
based on the distance traveled d, in miles.
What is the meaning of the value 6 in this
equation? T = rx + s
A) The taxi cab company charges single rate or cost for starting amount
riders $6 for each mile traveled. each item
B) The taxi cab company charges $6 for
each rider in the vehicle.
C) The taxi cab company limits rides to a number of miles
maximum of 6 miles from the point of total cost of fare
origin.
D) The taxi cab company charges a $6 flat
fee for single riders, regardless of
distance traveled.
€ C = 0.25d + 6
Evaluate the choices using Backsolve to eliminate
choices that don’t make sense: rate per mile base fare

A) Is this true? If the fare charged $6 per mile, then

you’d expect the number of miles, d, to be multiplied Drill C
by the $6. If you’re confused, Plug-In consecutive (5 minutes)
numbers as you did before to visualize the Model:

d = 0 miles ⇒ 0.25(0) + 6 = $6 2
€
d = 1 mile ⇒ 0.25(1) + 6 = $6.25
d = 2 miles ⇒ 0.25(2) + 6 = $6.50
h = 1.2t + 3.7

A botanist has found through an experiment

As €you can see, the Model seems to increase 25 cents
for€each mile, not $6. Visualizing Models using Plug-
In€is an extremely helpful tool.
B) Whoa! For each rider? The question clearly states
that the Model only works for single riders. This is a
distractor choice. Be careful of these!
that the model above estimates the height h (in
€
inches) of a fast-growing bamboo in terms of the
number of hours t between the beginning of the
experiment and its conclusion 24 hours later.
Based on the model, what is the estimated
increase, in inches, of the bamboo’s height each
hour?

C) This choice is complicated, so it feels like it might A) 1.2

be true. Let’s plug in 7 miles to check: B) 3.1
C) 3.7
d = 7 miles ⇒ 0.25(7) + 6 = $7.75 D) 6.5

Since this doesn’t seem to violate any rules of math,

you can probably eliminate C. But let’s check D to be
sure.
€
D) This seems right! For one, the number 6 is just
added to the end of the equation. It’s not attached to
a variable, so it is unaffected by the value of d. The

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3 11

 = 12 + 4.5m Every month, Blair buys one bag of cat food for
her three cats. The amount of food that she has
The length of a certain species of fish is modeled left in the bag at the end of each day can be
by the equation above, where  is the fish’s estimated with the equation g = 1,810 − 57 d ,
length,€in centimeters, and m is its mass, in where g represents the amount, in grams, of
kilograms. What is the value of m when  is 39? food left and d is the number of days since she
€ bought the bag. What is the meaning of the
A) 6 value 1,810 in this equation?
€
B) 11.3 €
C) 39 A) Blair’s bag of cat food will run out within
D) 187.5 1,810 days.
B) Blair’s bag of cat food initially contains 1,810
grams of cat food.
C) Each of Blair’s cats consumes 1,810 grams of
cat food per day.
D) The amount of cat food in the bag decreases
by 1,810 grams per day.

6
On Thursday morning, Josiah went to a fruit
stand to purchase melons for a party. He bought
w watermelons that weighed 11 pounds each,
and he also bought c cantaloupes that weighed 7
pounds each. Which of the following represents 17
the total weight of all the melons Josiah At a forest reserve, an ecologist is responsible
purchased on Thursday morning? for maintaining the population of spruce trees.
The target population of spruces for the reserve
A) 18wc is 500 trees. If there are currently 340 spruces in
B) 77wc the reserve and the population is increasing by
C) 11c + 7w 25 trees per year, which of the following
D) 11w + 7c inequalities describes the set of years in the
future, y, when the population will meet or
exceed the target?

A) 500 − 25y ≤ y
B) 500 ≤ 25y
C) 160 ≥ 25y
D) 340 + 25y ≥ 500
€
€
€
€

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26 Lines
2 All modeling questions involve equations of some
A= (t + 180)
5 kind. Even though they are derived from different
stories and include different variables, they are
The equation above shows the average life essentially the same types of equations that you
expectancy A, in years, of American women, work with in school. Let’s take another look at the
where€t represents the number of years since taxi cab fare equation:
1960. Based on the equation, which of the
following must be true?
Example C

I. For every year since 1960, the average life C = 0.25d + 6

expectancy of American women increased If you wanted to make this equation more familiar,
2 you could rewrite it using the variables x and y:
by year.
5 €
y = 0.25x + 6
II. Every 2.5 years, the average life
expectancy of American women increased Look at that—it’s an equation of a line! Specifically,
this version is known as the slope-intercept form
by 1 year. equation, which you probably know as y = mx + b,
€
2 where m represents the slope and b represents the y-
III. For every year since 1960, the average life intercept. This is what it looks like as a graph:
5
expectancy of American women increased
by 1 year. y
9
A) I only 8
B) II only
C) III only 7
D) I and II only
6
5
or 0.25 = slope
4
3
2 (0, 6) y-intercept

1
0 x
-2 -1 0 1 2 3 4 5 6 7 8

Notice that you can look at the slope in two different

1
ways: as 0.25 or its equivalent . When graphing a
4
line, you typically use fractions because you
recognize slope as rise over run. Remember the
many faces of slope formula:
€

Δy rise y2 − y1
slope = = =
Δx run x2 − x1

€
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Not all linear equations will be given as y = mx + b,

Graphing the model as a line helps you understand
the components of the Rate/Start equation. Recall
the original question and answer:
What is the meaning of the value 6 in this
equation?
D) The taxi cab company charges a $6 flat
fee for single riders, regardless of
distance traveled.
Essentially, you were being asked for the y-intercept.
The y-axis represents the Total Cost of the fare C, in
dollars. The x-axis represents the Distance Traveled,
d, in miles. When x = 0 (when you’ve traveled 0
miles), y = 6 (the $6 flat fee). Whether you’re
working with an abstract line or a specific model,
the components are the same:
so you may need to manipulate the equation to put
it in this form. Let’s revisit Steve and his tokens to
see an example. Remember our equations:
Example A
Steve is playing a game that requires players to
collect tokens. Some of the tokens are worth 2
points and the rest are worth 5 points. In order
to win the game, Steve needs to collect tokens
totaling to at least 60 points. If Steve collects 17
tokens to win the game with exactly 61 points,
how many 5-point tokens did he collect?
Answer: 9 Five-point tokens.
t + f = 17
2t + 5 f = 61

Line Model Let’s put these into y = mx + b form. Since you were
looking for f in the original question, pretend that f is
y = mx + b C = 0.25d + 6 y (though it€really doesn’t matter!).
0.25 = rate per mile
f = −t + 17
OR 2 61
€
€ m = slope of the line, or f =− t+
5 5
rate of change
1
= increase of $1 for
4 Even though the second equation has some messy
every 4 miles traveled fractions, our graphing calculators can take care of
6 = starting fee for single those: €
b = y-intercept, or where
riders; essentially, the
the line crosses the €
amount you pay even if 14
vertical axis
you’re traveling 0 miles
(d, C) = possible values 13
for the distance and the
12 Quantity:
cost of the fare.
f = -t+17
11
Remember that when
(x, y) = points on the line
5-point tokens

we Plugged-in for 1 10 Value:

mile, we found the cost
to be $6.25. That’s 9
because (1, 6.25) is a
point! 8 Solution
x-axis values for the distance
7
values for the cost of the
y-axis
fare 6

4
3 4 5 6 7 8 9 10 11 12 13
2-point tokens
And where do they intersect? When t = 8 and f = 9,
or (8, 9). This is what a solution looks like on a
graph. Whether you’re solving algebraically or
graphically, the solution to a system of equations is
where they intersect.

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Mini-Drill: Manipulate 16
to y = mx + b
Volume of Water in a Barrel
V
26
1) y - 3x = 4
24
22
20
2) 4x + 2y = 18 18

Volume (liters)
16
14
3) x – 3y = 15 12
10
8
6
4) x = 4(y - 2)
4
2
0 h
1 1 0 1 2 3 4
5) x + y = −7
6 3
Time (hours)

The graph above displays the volume V, in

liters, of water in a barrel that is being drained
over h hours. Which of the following represents
Drill D the relationship between h and V?
(5 minutes)
A) V = 24h
5
11 B) V = − h + 24
6
A line in the xy-plane contains the point (1, 1) € C) V = −5h + 24
2 D) h = 5V
and has a slope of . Which of the following
3 €
points lies on the line? €
€
A) (0, 3)
B) (2, 3) €
C) (3, 4)
D) (7, 5)

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17 24

y
y
(0, 3)
II I

(1, 0) n x
x
(k, 0) III IV
(0, − 2)

m If the system of inequalities y ≤ −3x + 5 and

1
y < − x +1 is graphed in the xy-plane above,
In the xy-plane above, line m is perpendicular to 2
line n. What is the value of k? which quadrant would € be entirely included in
A) 3 the solution set of the system?
B) 4 €
C) 6 A) Quadrant I
D) 9 B) Quadrant II
C) Quadrant III
D) Quadrant IV

25
The graph of the linear function g passes
through points (0, a) and (b, 0) in the xy-plane. If
a
18 = 1 and b ≠ 0 , which of the following is true
b
In the xy-plane, the graph of a line passes about the slope of the graph of g?
through the points (2, 0) and (1, 2). The graph of A)€ It is positive.
a second line has slope 1 and contains point € B) It is negative.
C) It equals zero.
(1, 11). If the two lines intersect at point (x, y), D) It is undefined.
y
what is the value of ?
x

A) −4
B) −2
C) 2
D) 8

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28

1 1
x+ y = 3
6 9
kx + 2y = 54

In the system of linear equations above, k is a

constant. If the system has an infinite number of
solutions, what is the value of k?

1
A)
18
1
B)
6
€
C) 3

€ D) 18

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Addendum: Quadratics You can see that the parabola opens upward because
a is positive, and the parabola crosses the y-axis at
−12, as you’d expect because it’s the value of c.
Just like lines, quadratic equations—those with an There are a few other parts of a parabola that
x2—have a common formula that tells us a lot about frequently come up in questions. First, the points
the parabola. Let’s look at the basics with and where the graph crosses the x-axis are known as the
without numbers: x-intercepts or zeros. Graphically, you can see that
this happens at (2, 0) and (−6, 0). Algebraically, you
Example D can factor to find the zeros:
y = ax2 + bx + c Start by setting y equal to 0:
y = x2 + 4x − 12
0 = x2 + 4x −12
€2 + bx + c
y = ax y = x2 + 4x − 12
To factor, split this equation into two binomials by
€
a = the concavity of the a = +1, so this parabola thinking of numbers that multiply to −12 and add to
parabola; essentially, opens up +4: €
whether it opens up (+)
€ €
or down (−) 0 = (x + 6)(x − 2)
b = nothing really; it’s b=4
useful in formulas but Now you can see where the zeros come from.
on its own, doesn’t tell Setting each binomial equal to 0 gives you the two
us anything specific times that€this parabola crosses the x-axis, or when
about the parabola y = 0:
c = the y-intercept c = −12, so (0, −12) is the
y-intercept x+6 = 0 x−2 = 0
(x, y) = points on the If x = 1, then: x = −6 x=2
parabola
If you can’t think of numbers that work, use the
y = (1)2 + 4(1) − 12 = −7 quadratic formula, where a, b, and c correspond to
€
the values in the ax2 + €
bx + c form:
So (1, −7) is a point on
the parabola
€ −b ± b2 − 4ac
x=
Unfortunately, many questions will ask about a lot 2a
more than these basic parts, which is why questions
about quadratics are usually harder than questions
about lines. Let’s look at a graph to see more detail:
€

10
8
(−6, 0) and (2, 0) 6
zeros 4
2
0
-8 -6 -4 -2 -2 0 2 4

-4
-6
-8
-10
-12
-14
(0, −12)
(− 2, −16) -16 y-intercept
vertex
-18

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The last part of a quadratic that you might see is the

vertex, which is where the parabola turns. The Drill: Quadratics
vertex corresponds to the maximum or minimum of (5 minutes)
the function, and you can find it in three ways:
7
Graphically Axis of Symmetry Vertex Form
y = x2 − 8x +15
Since parabolas If we have the Quadratics can also
are symmetrical, equation, we can be written in another The equation above represents a parabola in the
we can simply use the formula for format that uses the
find the x-value the axis of coordinates of the xy-plane. Which of the following equivalent
that is halfway symmetry, which vertex as constants: forms€of the equation displays the x-intercepts
between our gives the x-value of the parabola as constants or coefficients?
zeros: (−6, 0) for the vertex: y = a(x - h)2 + k
and (2, 0) Take A) y −15 = x2 − 8x
an average of −b (h, k) is the vertex
the x- x= B) y + 1 = (x − 4)2
coordinates 2a
In order to convert to C) y = x(x − 8) +15
2 + (−6) −4 this form, we need to D) y = (x − 3)(x − 5)
x= x= = –2 €
2(1) complete the square:
2
€
−4
x= = −2 y = x2 + 4x – 12 €
2
Divide b by 2, and €
square the result:

Find the y-value by plugging the x b=4

19
back into the original equation: 4
=2
2 h = −4.9t 2 + 50t + 30
y = x2 + 4x – 12 22 = 4
y = (–2)2 + 4(–2) – 12 The equation above estimates the height h, in
y = 4 – 8 – 12 = –16 Add +4 and −4 (to meters, of a projectile t seconds after it is
balance it out): launched
€ from a catapult positioned on a
y=(x2 + 4x + 4) – 12 - 4 rampart 30 meters above the ground. After
approximately how many seconds will the
The vertex is (−2, −16). Now we can make projectile hit the ground?
the squared term:
y = (x + 2)2 - 16 A) 0.6
B) 4.9
Comparing to the C) 5.1
formula, we see that D) 10.8
the vertex is (−2, −16).

Mini-Drill: Factor and FOIL

1) (x − 3)(x −1) =

2) x2 - 8x + 12 =
€

3) 2(x − 3)2 =

€ 4) x2 − 5x − 24 =

€ 5) (i +1)(i + 2) =

© March 2017 Capital Educators 44

€
 © Capital Educators. This document is for your individual use. Please don’t copy or distribute!

22 29

If x2 + y 2 = 53 and xy = 14 , what is the value of h

x2 − 3 j = x
(x + y)2 ? 3

In the quadratic equation above, h and j are

€ A) 53 constants. What are the solutions for x?
€
B) 67 €
€ C) 81
D) 100 h h2 + 3 j
A) x = ±
6 6
h h2 + 108 j
B) x= ±
6 6
€ h2 + 3 j
h
C) x = ±
2 2
€ h2 + 108 j
h
D) x = ±
2 6
€

25

If (rx + 6)(sx + 3) = 21x2 + ux + 18 for all values of

x, and r + s = 10 , what are the two possible
values for u?
30
€ A) 3 and 7
€ y=6
B) 9 and 42
C) 18 and 21 y = −ax2 + bx + c
D) 39 and 51
In the system of equations above, a, b, and c are
constants. For which of the following values of
a, b, €
and c does the system of equations have
exactly one real solution?

A) a = 1, b = 4, c = 2
B) a = 1, b = 4, c = −4
C) a = −1, b = −4, c = 2
€ D) a = −1, b = 4, c = −4
€
€
€

© March 2017 Capital Educators 45

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Addendum: Functions It’s the same, familiar equation, but y has been
replaced with f(x). The domain, which is the set of x-
values that produce a valid y, has also been
Our Rate/Start Model has a new look: restricted. This doesn’t change much! Functions can
be graphed or used as equations just like everything
Example C
else you’ve seen. Here are a few questions that are
usually asked in terms of functions:
C = 0.25d + 6 ⇒ C(d) = 0.25d + 6

What happened? Nothing really. It’s still the same

Model, but now it’s technically a function, which is a
Mini-Drill: Understanding
set
€ of instructions that transforms a number. This Functions
notation lets us ask the same question in an easier
way. For example: 1) What is f(−4)?
Before: What is the cost of the taxi fare when the
distance traveled is 3 miles? 2) For what value of x does f(x) = −7?
Now: C(3) = ?
3) Based on the graph, what is the maximum value
Both questions are asking the same thing. You want of f(x)?
to know what the C value is when d is 3. Plug in to
find out:
4) For what value of x is the value of f(x) at its
C(3) = 0.25(3) + 6 = 0.75 + 6 = $6.75 minimum?
The SAT and ACT also test higher order functions,
meaning equations with exponents higher than 2. 5) If g(x) = 4 − 2x , what is the value of f(g(2))?
Many of these questions are also much easier than
they first appear. There are just a few key ideas that
you need to know to understand the higher order
6) What is the range of the function f(x)?
equations, quadratics, and lines in terms of
functions. Let’s look at our parabola again, but this €
time as if it were a function:

Example D

f (x) = x2 + 4x − 12 for − 5 ≤ x ≤ 2

10
8
€
6
4
2
0
-8 -6 -4 -2 -2 0 2 4

-4
-6
-8
-10 f(x)
-12
-14
-16
-18

© March 2017 Capital Educators 46

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Drill: Functions 17
(6 minutes)
y
12
In the xy-plane, the point (3, 21) lies on the
graph of the function f (x) = ax2 − 8x + 9 . What is 1
the value of a? 1
x
O
€ y = h(x)

The complete graph of the function h is shown

in the xy-plane above. For what value of x is the
value of h(x) at its maximum?

A) 1
B) 2
C) 3
D) 5

14
In the xy-plane, the graph of function f(x)
intersects the line y = 0 at (−5, 0), (1, 0), and (5, 0).
Which of the following could define function f?

A) f (x) = (x + 5)2 (x − 1)
B) f (x) = (x −1)(x + 5)(x − 5)
C) f (x) = (x − 5)(x + 5)(x +1)
€ D) f (x) = (x + 1)(x − 5)2
€
€
€

© March 2017 Capital Educators 47

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21 24

1
x
O 1

The function f(x) is graphed in the xy-plane

2 above. If k is a constant such that the equation
The functions f and g, defined by f (x) = 25x − 1 f(x) = k has exactly four real solutions, which of
and g(x) = −25x 2 + 1 , are graphed in the xy-plane the following could be the value of k?
above. The graphs of f and g intersect at the
A) 2
points (p, 0) and (−p, 0), where p is a positive B) 0
number. What is the value of p? C) −1
D) −3
1
A)
25
1
B)
5
€ C) 1

D) 5
€
30

23 f (x) = 3x3 − 6x2 + 15x

x g(x) g(x) = x2 − 2x + 5
h(x) = x
−3 4
−2 1 The functions f(x), g(x), and h(x) are defined
above. Which of the following are true for all
−1 0 real€values of x?
0 −3
f (x)
1 −2 I. h(x) =
g(x)
2 −1 f (x)
II. h(x) =
3 g(x)
The function g is defined by a polynomial. Some
values of x and g(x) are shown in the table € f (x) + 3
III. h(x) =
above. Which of the following must be a factor g(x)
of g(x)?
€
A) I only
A) x+3 B) II only
B) x +1 C)
€ III only
C) x −1 D) II and III only
€ D) x−2
€
€
۩ March 2017 Capital Educators 48