Algebra 4

Chapter 1 Functions

Section 1 Functions
(A1) 1. a) R = {0, –1, 1, –2, 2, –3, 3, –4, 4, –5, 5}
b) Pairs (1, –1) and (1, 1) belong to S, so S assigns to x = 1 two different values
of y, 1 and –1. Hence, S is not a function.
c)
y
6

x
0
5 10 15 20 25

–2

–4

–6

(A2) 2. u( x + 1) = ( x + 1)2 + 1 = x 2 + 2 x + 1 + 1 = x 2 + 2 x + 2
(A3) 3. a) The rule for f can be evaluated only if 4x + 12 > 0, or equivalently, if x > −3.
Hence, the domain of f is the set of all real numbers greater than −3.
b) The rule for f can be evaluated only if x2 − 10x + 21 ≠ 0.
x2 − 10x + 21 = (x − 3)(x − 7) ≠ 0, or equivalently, x ≠ 3 and x ≠ 7.
Hence, the domain of f is the set of all real numbers different from 3 and 7.

Level L | 1
 Algebra 4

(A4) 4.
y

x
O

It is a function. Any vertical line drawn cuts the graph in at most

one point.
y

x
O

It is not a function, because there is at least one vertical line

drawn that crosses the graph in two points.
y

x
O

It is not a function, because there is at least one vertical line drawn

that crosses the graph in two points.
y

x
O

It is not a function, because there is at least one vertical line

drawn that crosses the graph in two points.
y

x
O

It is not a function, because there is at least one vertical line drawn

that crosses the graph in two points.

Level L | 2
 Algebra 4

x
O

It is a function. Any vertical line drawn cuts the graph in at most

one point.

(A5) 5. [G1] Applying the substitution principle to f (x) = −5x2 − 4x + 9 with x = −5

results in f (−5) = −5  (−5)2 − 4  (−5) + 9 = −96.

(A6) 6. [G1] The correct options are:

The domain of f ( x ) = x + 5 is the set of all real numbers greater than or
equal to −5.
1
The domain of h ( x ) = is the set of all real numbers except −1.
x +1
(S97) 7. The denominator of the expression factors to (x − 12)(x + 1), and is equal to 0

when x = 12 and when x = –1. Therefore, the expression is defined for all real
values of x except when x = 12 and when x = –1. This concludes that the
expression would be defined over any interval not containing any of these two
values of x. Therefore, the minimum value of k is 12.
^
(S98) 8. The denominator of the expression factors to (x − 14)2, and is equal to 0 when

x = 14.
Therefore, the expression is undefined when x = 14.
^
(S99) 9. The equation p(20) = 50 states that the profit from selling 20 kilograms of

potatoes is $50.
^
(S100) 10. f(–5x) = 9(–5x) – 5 = −45x – 5

^
(S101) 11. Substituting −5 for x and 60 for y in the given function and simplifying

yields, 125a – 15b = 60

or 5(25a – 3b) = 60. Dividing the last equation by 5 and multiplying by 2
gives, 50a – 6b = 24.
Therefore, the value of 50a − 6b is 24.

Level L | 3
 Algebra 4

Section 2 Types of Functions

(A7) 12. g(–1) = 4(–1)2 – 25 = –21
g(1) = 4(1)2 – 25 = –21
g is many-to-one as g(–1) = g(1).
(A8) 13. Suppose that a and b are in the domain of h such that h(a) = h(b) for some
a ≠ b. We have 2a − 3 = 2b − 3, which simplifies to a = b. We have a
contradiction.
Therefore, the function h defined by h(x) = 2x − 3 is one-to-one.
(A9) 14. Function h has the same value for any two points that are equidistant from 4.
For example, h(2) = (2 − 4)2 = 4 and h(6) = (6 − 4)2 = 4.
Restricting the domain of h to the interval to the right of 4 or to its left,
including 4, would result in a one-to-one function. So, the function defined by
g(x) = (x − 4)2, x ≥ 4 is a one-to-one function and so is the function defined by
g(x) = (x − 4)2, x ≤ 4.

(A10) 15. The range of g is the set of all real numbers that are greater than or equal to
−1. Thus, all numbers less than −1 belong to the final set of g but are not in
the range of g. Therefore, g is not onto.

(A11) 16. Let b be any element in the final set and let h(x) = b. Solving 2x − 1 = b
b +1
yields x = , which is in the domain. Therefore, function h is onto.
2
(A12) 17. The domain of f is the set of real numbers. Thus, for any value x taken from
the domain of f, −x will be in the domain of f.
Moreover, f (−x) = |−x| = |x| = f (x). Therefore, f is an even function.
(A13) 18. The domain of h is the set of real numbers. Thus, for any value x taken from
the domain of h, −x will be in the domain of h.
Moreover, h(−x) = (−x)4 + 4(−x) = x4 − 4x ≠ h(x). Therefore, h is not an even
function.
(A14) 19. The domain of u is the set of real numbers excluding zero. Thus, whatever
non-zero value x takes from the domain of u, −x will be in the domain of u.
4 4
Moreover, u ( − x ) = = − = −u ( x ) . Therefore, u is an odd function.
(−x) x
(A15) 20. Both 1 and −1 are in the domain of h.
h(−1) = (−1)3 + 5(−1)2 = 4 while h(1) = (1)3 + 5(1)2 = 6 ≠ h(−1). Therefore, h
is not an odd function.

Level L | 4
 Algebra 4

(A16) 21. [G1]

y y y

x x x
O O O

and
are one-to-one functions.
(S103) 22. The term |2x − 5| is always non-negative and has a minimum value of 0.
Therefore, its minimum value is 0, yielding f(x) = –4.
Therefore, the range of the graph of the equation is all real y  −4.

Section 3 Composite Functions

(A17) 23. The domain of g is the set of all real numbers.
f (x) is not defined for all values of x that are less than 0. The condition g(x) ≥
0 leads to x − 1 ≥ 0, whence x ≥ 1. Therefore, the domain of f g is the set
of all real numbers greater than or equal to 1.
(A18) 24. f is defined for all non-negative values of x. g is defined for all real numbers.
The domain of g f is the set of all non-negative values of x.
2
 x   x  x2
(A19) 25. ( f h)( x) = f (h( x)) = f  =
   =
 x −1   x −1  x2 − 2 x + 1
The domain of f h is the set of all real numbers x  1.
x2
(h f )( x) = h( f ( x)) = h ( x 2 ) =
x2 −1
The domain of h f is the set of all real numbers except x = 1 and x = –1.

(A20) 26. g(2) = 22 + 10 = 14

( f g )(2) = f (g(2)) = f (14) = −4  14 + 5 = −51

(A21) 27. [G1] ( g f )( x) = g (f (x)) = g (4x − 2) = 3(4x − 2)2 − 8(4x − 2) + 5

= 48x2 − 48x + 12 − 32x + 16 + 5 = 48x2 − 80x + 33
The value of c is 33.

(S102) 28. f(g(4)) + g(f(−3)) = f(7) + g(−5) = −1 + 6 = 5

(S120) 29. From the graph, we have g(0) = 1.
Therefore, f(g(0)) = f(1) = 3.

Level L | 5
 Algebra 4

Section 4 Inverse Relations and Inverse Functions

y −1
(A22) 30. Set y = 2x + 1 and solve for x. This gives x = .
2
x −1
Thus, h −1 ( x ) = .
2
−4 x + 1 −4 y + 1
(A23) 31. Interchanging x and y in y = g ( x ) = gives x =
3x + 7 3y + 7
Cross-multiply: 3xy + 7x = –4y + 1
Rearrange so y appears only on the left-hand side:
3xy + 4y = 1 – 7x
Factor y: y(3x + 4) = 1 – 7x
1− 7x
Divide both sides by 3x + 4: y =
3x + 4
1 − 7 x
Thus, g −1 ( x ) = .
3x + 4
 1− 7x 
−4   + 1 −4(1 − 7 x) + (3 x + 4) 31x
−1  3x + 4 
( g g )( x) = = = =x
 1− 7x  3(1 − 7 x) + 7(3 x + 4) 31
3 +7
 3x + 4 
 −4 x + 1 
1− 7  
( g −1 g )( x) =  3 x + 7  = (3 x + 7) − 7( −4 x + 1) = 31x = x
 −4 x + 1  3(−4 x + 1) + 4(3 x + 7) 31
3 +4
 3x + 7 
(A24) 32. a. Restricting the domain to x ≥ −1 results in a 1-1 function.
b. Subtract 8 from both sides of the equation: y − 8 = 4(x + 1)2.
Divide both sides by 4, take the square root of both sides, and simplify:
y −8
x = −1  .
2
y −8 y −8
For x ≥ −1, x = −1 + . So, h −1 ( x ) = −1 + .
2 2

Level L | 6
 Algebra 4

(A25) 33. The graphs of the function and its inverse are symmetric with respect to the
line y = x.
4 y
3
2
1
x
−4 −3 −2 −1 0 1 2 3 4
−1
−2
−3
−4

(A26) 34. f −1(116) = a if f (a) = 116.

f (a) = 3a − 4 = 116
3a = 120
a = 40
Therefore, f −1(116) = 40.

−5 x + 2
(A27) 35. [G1] y =
3x − 1
Cross multiply: y(3x − 1) = −5x + 2
Solve for x: 3xy − y = −5x + 2
3xy + 5x = y + 2
(3y + 5)x = y + 2
y+2
x=
3y + 5
x+2
Thus, the rule for f −1 is f −1 ( x ) = .
3x + 5
The answer is 15.

(A28) 36. [T] a. − x 2 + 2 x + 3 = 0 gives ( 3 − x )( x + 1) = 0 that yields to x = 3 or x = −1.

x −3 y 3 y
b. y = gives xy + 3 y = x that yields x = = .
x+3 y −1 1 − y
3x
Exchange x for y and y for x, we obtain g ( x ) =
−1
.
1− x
c. f g ( −6 ) = f ( 2 ) = 3

− x2 + 2 x + 3 x2 − 2x − 3
(
d. g f ( x ) = g − x 2 + 2 x + 3 =) =
− x2 + 2 x + 3 + 3 x2 − 2 x − 6

Level L | 7
 Algebra 4

y+4
e. y = 5 x − 4 gives x = .
5
x+4
Exchange x for y and y for x, we obtain h ( x ) =
−1
.
5
f. f h ( x ) = f ( 5 x − 4 ) = − ( 5 x − 4 ) + 2 ( 5 x − 4 ) + 3
2

= −25 x 2 + 40 x − 16 + 10 x − 8 + 3 = −25 x 2 + 50 x − 21

x−5
(A29) 37. [T] a. i. f ( x ) = 5 + 2 x, = 5 + 2 x,3 x = −15, giving x = −5.
2
y −5
ii. x = , y = 2 x + 5, so f −1 ( x ) = 2 x + 5.
2
iii. g f ( −1) − f g ( 3) = g ( −3) − f ( 25 ) = −29 − 10 = −39
x3 − 2 − 5 x3 − 7
(
iv. f g ( x ) = f x3 − 2 =) 2
=
2
1 1
b. i. h ( x ) = x , h ( −3) = = ( −3) = −27
3

( −3)
−3
x
1
ii. h (1.5 ) = = 0.5443
(1.5)
1.5

1
iii. h ( −0.5 ) = = ( −0.5 ) = ( −0.5 )
1
= −0.5 , which is not
0.5
2

( −0.5)
−0.5

allowed because the index is even and the radicand is negative.

(A30) 38. [T] a. i. f ( f ( x ) ) = f ( 4 x + 8 ) = 4(4 x + 8) + 8 = 16 x + 40 .

y −8 x −8
ii. From y = 4x + 8 we have x = . Therefore, f
−1
( x) = and
4 4
4x + 8 − 8
f −1 ( f ( x) ) = f −1 ( 4 x + 8 ) = = x.
4
1 1
1 1
b. i. f   = 9 = 3 = .
9 2 2 6

x 1 2 4
ii. = , x= , squaring both sides gives x = .
2 3 3 9

Level L | 8
 Algebra 4

(A31) 39. [T] a. i. f h ( −2 ) = f (4) = 12

1  1 99
ii. f g   = f  −  = −
2  5 25
x −1
iii. In y = , switch x and y and then solve for y:
x+2
y −1 1+ 2x 1+ 2x
, therefore, g ( x ) =
−1
x= , xy + 2 x = y − 1, y = .
y+2 1− x 1− x

iv. h-1h(3) = 3

x − 1 x3 − 4 x + 2 x 2 − 8 − x + 1
b. f ( x ) − g ( x ) = x − 4 − = =
2

x+2 x+2
x3 + 2 x 2 − 5 x − 7
, x ≠ −2.
x+2

1 1 1
(A32) 40. [T] a. f ( −5 ) = = =−
−5 + 2 − 3 3
b. h( x) = 32 = 25 = 2x−1 , gives 5 = x − 1 or x = 6.
1 1 1
c. f g ( −2 ) = f ( −8 ) = = =−
−8 + 2 − 6 6
1 1 + x 6 + 2 x3 + x3 + 2 x 6 + 3x3 + 3
d. f g ( x ) + g ( x ) + 1 = + x 3
+ 1 = =
x3 + 2 x3 + 2 x3 + 2
1 1
e. Let y = . Switching x and y, x = , and solving for y:
x+2 y+2
1 − 2x
y= = f −1 ( x ) .
x

1
2  +1
1
41. [T] a. g   =  
3 5
(A33) =
3 2 6

 2x +1  1
b. 2 f ( x) = −3g ( x) , 2(−3 x) = −3   , then x = 2 .
 2 
c. f h( x) = f (1 − x 2 ) = −3(1 − x 2 ) = 3x 2 − 3
d. h h(−2) = h(−3) = −8

Level L | 9
 Algebra 4

2x +1 2 y +1
e. Let y = . Switching x and y, x = , and solving for y gives
2 2
2x −1
y= .
2

 2(−3x) + 1   1− 6x   1− 6x 
2

f. hg f ( x) = hg (−3x) = h   = h  = 1−  
 2   2   2 
1 − 12 x + 36 x 2 3 + 12 x − 36 x 2 3 + kx + mx 2
= 1− = = , therefore, k = 12
4 4 4
and
m = −36.
(X16) 42. a. The roots of f (x) = 0 are x = 2 and x = –3.

b. g−1(40) = 22

c. gf (3) = 8

d. f g(x) = 4x2 − 14x + 6

e. k−1(3) = 4

4x − 7
f. kg ( x ) = .
2x − 5

(X17) 43.
( )
a. f x = 6 − 2 x

3x − 4 = 6 − 2 x
5 x = 10, gives x = 2.
b. x = 3 y − 4
x+4
=y
3
x+4
So, f −1 ( x ) = .
3
c. gf ( 2 ) − fg ( 2 ) = g ( 2 ) − f ( −3)
= −3 + 13 = 10
( ) (
d. fg ( x ) = f 1 − x 2 = 3 1 − x 2 − 4 )
= 3 − 3 x − 4 = −1 − 3 x
2 2

e. k ( 6.5) = ( 6.5) = 192, 281

6.5

Level L | 10
 Algebra 4

x +1 6x −1+1
, then f ( f ( x ) ) = f–1(6x – 1) =
−1
(X18) 44. a. f–1(x) = =x
6 6
f ( f ( x) ) = f(6x – 1) = 6(6x – 1) − 1 = 36x – 7
1
+5
 
1 31
b. g   = 6 =
6 3 3
6
1 x+5 1
c. g(x) = , =
6 3x 6
6x + 30 = 3x, then x = –10.
^
(X19) 45. a. i. fh(2) = f (25) = 74
1
ii. gf   = g (0) = 3
3
3
iii. Let y = , switch x and y and then solve for y:
1+ x
3
x= , x + xy = 3 , xy = 3 − x ,
1+ y
3− x -1 3− x
y= , therefore, g ( x) = , x ≠ 0.
x x
iv. h−1h(2) = 2 .
3 (3x − 1)(1+ x) + 3
b. f ( x) + g ( x) = 3x − 1+ =
1+ x (1+ x)
3x + 3x 2 − 1 − x + 3
=
1+ x
2
3x + 2 x + 2
= , x ≠ −1
1+ x
^
(X20) 46. [G2] a. ff (−2) = f (−6) = −26

b. g (2 x +1) = (2 x +1)2 + 3 = 4 x2 + 4 x+ 4
c. Let y = 5 x + 4 , switch x and y and then solve for y:
x = 5y + 4 , 5y = x − 4 ,
x−4 x−4
y= , therefore, f -1 ( x ) = .
5 5
d. f ( x) = 44 , 5x + 4 = 44, x = 8.
e. h(0.3) = 20.3 = 1.23

Level L | 11
 Algebra 4

f. 2 x = 4096 , x = log 2 4096 = 12 or 2 x = 4096 = 212 , therefore x = 12.

^
(X21) 47. a. g (−3) = 3(−3)2 = 27
b. f ( x) = 33
2 x+ 3 = 33 , x = 15
c. fh(3) = f (64) = 131
d. gf ( x) + f ( x) − 1 = 3(2 x + 3)2 + 2 x + 3 −1
= 12 x 2 + 36 x + 27 + 2 x + 3 − 1
= 12 x 2 + 38 x + 29
e. Let y = x 4 + 3 , switch x and y, x = y 4 + 3 , and solve for y:
y= x −3 .
^
(X22) 48. a. f ( −3) = 4
b. 2 f ( x) = − g ( x) , 2(1 − x) = −3 x − 1
x = −3
c. gf ( x) = g (1 − x) = 3(1 − x) +1
gf ( x) = −3 x + 4
d. hh(−1) = h(5) = 77
e. Let y = 3 x +1 , switch x and y, x = 3 y +1 , and solve for y:
x −1
y= .
3
f. hgf ( x) = hg (1 − x) = h(3(1 − x) +1) = h(4 − 3 x)
= 3(4 − 3x)2 + 2 = 48 − 72 x + 27 x 2 + 2 = 27 x 2 − 72 x + 50

Section 5 Logarithmic Functions

(A34) 49. a) Let y = log10 108. In exponential form, 10y = 108.
Thus, y = 8 and log10 108 = 8.
b) Let y = log2 64. In exponential form, 2y = 64 = 26.
Thus, y = 6 and log2 64 = 6.
c) Let y = log10 (0.001). In exponential form, 10y = 0.001 = 10−3.
Thus, y = −3 and log10 (0.001) = −3.
d) Let y = log32 64. In exponential form, 32y = 64 or 25y = 26.
6 6 1
Thus, y = and log32 64 = = 1 = 1.2 .
5 5 5

Level L | 12
 Algebra 4

(A35) 50. a) log2(x + 4) is defined whenever x + 4 > 0.

Therefore, the domain of definition of y = log2(x + 4) is the set of all real
numbers x such that x > −4.
b) log10 x2 is defined whenever x2 > 0.
Therefore, the domain of definition of y = log10 x2 is the set of all real
numbers x such that x ≠ 0.
c) y = log4 |x − 1|. (0.25)
log4 |x − 1| is defined whenever |x − 1| > 0.
Therefore, the domain of definition of y = log4 |x − 1| is the set of all real
numbers x such that x ≠ 1.

 24  10 
(A36) 51. a) log2 24 + log2 10 − log2 15 = log 2   = log2 16 = 4
 15 
1
b) log 2 3 32 = log 2 ( 32 ) 3 = log 2 32 =  5 = = 1
1 1 5 2
3 3 3 3

(A37) 52. log3 (x − 1) = 5 implies x − 1 = 35 = 243.

Therefore, x = 244.

log 2 (0.451) log 2 (0.451) −1.15

(A38) 53. log8 (0.451) = =   −0.38
log 2 8 3 3
SAT

(S212) 54. [G3] g(−2) = (−2)2 − 1 = 3

f(g(−2)) = f(3) = 2 × 3 − 3 = 3

3 3
(S203) 55. [G3] Y = ( X − 12) + 55 Distribute to X and −12
4 4
3
Y= X − 9 + 55 Simplify
4
3
Y = X + 46 Subtract 46 from both sides
4
3 4
Y − 46 = X Multiply both sides by
4 3
4
(Y − 46 ) = X Swap sides of the equation
3
4
X = (Y − 55) + 12 Answer
3

Level L | 13
 Algebra 4

(S228) 56. [G3] The condition a = 3 gives

−6 − x = 8 Square both sides
–6 – x = 64 Solve for x
x = –70 Answer

14 − 2 x 3
(S243) 57. [G3] = Apply the cross-multiplication property
4 x − 12 2
28 – 4x = 12x – 36 Solve for x
16x = 64
x=4 Answer

(S233) 58. a( x + 2) − by
[G3]
( x 2 − 4) y
a b
= − 2 Reduce to a common denominator
( x − 2) y x − 4
a( x + 2) by
= − 2 Subtract
( x − 2)( x + 2) y ( x − 4) y
a( x + 2) − by
= Answer
( x 2 − 4) y

Level L | 14
 Algebra 4

Chapter 2 Graphing Functions

Section 1 The Absolute Value Function

(A39) 1. a) The graph of y = | x | is shown in dots. The graph of y = 2.5| x | looks like
the graph of y = | x | stretched by a factor of 2.5.
b) The graph of y = | x | is shown in dots. The graph of y = 2 + | x | is obtained
by shifting the graph of y = | x | two units upwards.
c) The graph of y = 2 + | x | is drawn in part b. The graph of y = –(2 + | x |) is
obtained by reflecting the graph of y = 2 + | x | about the x-axis.
d) The graph of y = | x | is shown in dots. The graph of y = | x – 1 | is obtained
by shifting the graph of y = | x | one unit to the right.

y=2.5|x| y=2 + |x|

y
6
y= |x − 1|

x
−6 −4 −2 0 2 4 6
−2

−4
y=−(2 + |x|)
−6

(A40) 2. The graph of y = | x – 2 | is shown in dots. The graph of y = | –x – 2 | is

obtained by reflecting the graph of y = | x – 2 | about the y-axis.
6
y y = |−x − 2|
y = |x − 2|
4
2
x
−6 −4 −2 0 2 4 6
−2
−4
−6

Level L | 15
 Algebra 4

(A41) 3. a. The graph of y = −2|x − 1| + 1 is obtained by shifting the graph of y = |x| one
unit to the right, followed by a vertical stretch by a factor of 2, reflecting
about the x-axis, and finally, shifting the graph one unit upwards.
b.
y
6

4
2
x
−6 −4 −2 0 2 4 6
−2
−4
−6

(A42) 4. Note that |4x − 10| = |4(x − 2.5)| = 4|x − 2.5|.

Thus, y = 10|x − 2.5| − 1.5.
The vertex is at (2.5, −1.5) and it is the lowest point on the graph.
The domain is the set of real numbers.
The range is the set of real numbers greater than or equal to −1.5.
x = 2.5 is the axis of symmetry of the graph.

(A43) 5. [G1] The rule has the form f (x) = a| x − b | + c.

The vertex of the graph is at (−2, 3). Thus, the rule is f (x) = a| x + 2 | + 3.
(0, 2) is a point on the graph. Substituting x = 0 and y = 2 in
y = f (x) = a| x + 2 | + 3 results in 2 = a| 0 + 2 | + 3 which gives a = −0.5.
Therefore, the rule is f (x) = −0.5| x + 2 | + 3.
Finally, f (40) = −0.5| 40 + 2 | + 3 = −18.

Level L | 16
 Algebra 4

Section 2 Quadratic Functions

(A44) 6. a. The graph of y = x2 is shown in dots. The graph of y = 2x2 is the graph of
y = x2 stretched by a factor 2.
b. The graph of y = x2 is shown in dots. The graph of y = x2 + 1 is the graph
of y = x2 shifted one unit upwards.
c. The graph of y = x2 is shown in dots. The graph of y = (x – 2) 2 is the
graph of y = x2 shifted two units to the right.
d. The graph of y = x2 is shown in dots. The graph of y = –x2 is the graph of
y = x2 reflected about the x-axis.

y = x2 + 1
y= 2x2
y
6
y = (x − 2)2
4

2
x
−6 −4 −2 0 2 4 6
−2

−4
y = −x2
−6

(A45) 7. The graph of y = (x – 1)2 is shown in dots. The graph of y = (–x – 1)2 is the
graph of y = (x – 1)2 reflected about the y-axis.

y = (−x − 1)2 y y = (x − 1)2

6

4
2
x
−6 −4 −2 0 2 4 6
−2
−4
−6

Level L | 17
 Algebra 4

(A46) 8. a. The graph of y = −2(x − 1)2 + 2 is obtained by shifting the graph of y = x2

one unit to the right, followed by stretching by a factor of 2, reflecting about
the x-axis, and finally, shifting the graph two units upwards.
b.
y
6

4
y = x2
2
x
−6 −4 −2 0 2 4 6
−2
−4
−6
(A47) 9. –2x2 – 8x + 1 = –2(x2 + 4x) +1
= –2(x2 + 4x + 4) + 1 – (–2) × 4
= –2(x + 2)2 + 9
In canonical form, y = g(x) = –2(x + 2)2 + 9. The vertex is at (–2, 9) and it is
the highest point on the graph. The domain is the set of real numbers. The
range is the set of real numbers less than or equal to 9.
x = –2 is the axis of symmetry for the graph.
y

8
6

4
2
x
−6 −4 −2 0 2 4 6

(A48) 10. The graph of the height versus time is a parabola that opens downwards.
Hence, the maximum value of the height is attained at the vertex.
h(t) = −16t2 + 160t + 10 = −16(t2 − 10t) + 10 =
= −16(t2 − 10t + 25) + 10 − (−16  25)
h(t) = −16(t − 5)2 + 410.
The maximum height the object reaches is 410 feet and it occurs at t = 5
seconds.

Level L | 18
 Algebra 4

(A49)
11. a. The part of the graph below the x-axis indicates a negative profit, which
means that the manufacturer endures losses.
b. For values of x between 0 and 40, the profit increases.
c. For values of x greater than 40, the profit decreases.
d. When x = 10 and x = 70, the profit is zero.
e. The maximum profit is $1,800, and it occurs at x = 40.

(A50) 12. f (x) = 5x2 − 40x − 32

= 5(x2 − 8x) − 32
= 5(x2 − 8x + 16) − 5  16 − 32
= 5(x − 4)2 − 80 − 32
= 5(x − 4)2 − 112
The answer is 112.

(A51) 13. [G1] The rule has the form f (x) = a(x − h)2 + k.
The vertex of the graph is at (2, −3). Thus, the rule is f (x) = a(x − 2)2 − 3.
(1, −1) is a point on the graph. Substituting x = 1 and y = −1 in
y = f (x) = a(x − 2)2 − 3 results in −1 = a(1 − 2)2 − 3 which gives a = 2.
Therefore, the rule is f (x) = 2(x − 2)2 − 3.
Finally, f (12) = 2(12 − 2)2 − 3 = 2  100 − 3 = 197.

(A52) 14. [G1] Since a = −3 < 0, the graph opens downwards.

Since a = −3 < 0, the vertex is the highest point on the graph.
x = 1 is the axis of symmetry of the graph.

(S104)
a
15. The x-coordinate of the vertex is = 3, from which a = 30. Using this
10
value for a, the equation is rewritten as y = 5x2 − 30x + b. Since the vertex
(3, 2) lies on the graph of the function, we have
2 = 5(9) – 30(3) + b, yielding b = 47.
^
(S105) 16. If a rock falls freely from a height of 200 feet, then when t = 0, h = 200.
Substituting in the given equation, we get k = 200. Therefore, its height after
t seconds is given in feet by the equation h = –16t2 + 200.
Substituting t = 3 in the given equation, we get h = −16 × 32 + 200 = 56 feet.
^

Level L | 19
 Algebra 4

(S106) 17. The altitude of the ball from the ground after t seconds since it was thrown
may be expressed as
h = –a(t – b)2 + k.
If the ball reached a maximum altitude of 6 meters above the ground after 3
seconds, then b = 3 and k = 6. Therefore, h = –a(t – 3)2 + 6.
If a ball was thrown upwards from a height of 4 meters, then when t = 0,
h = 4.
2
Substituting in the equation, we get 4 = –9a + 6, yielding a = .
9
Therefore, the altitude of the ball from the ground after t seconds since it
2
was thrown is given by h = – (t – 3)2 + 6.
9
^
(S107) 18. The vertex form of a quadratic equation is y = a(x – h)2 + k, which reveals
the coordinates of the vertex of the parabola to be (h, k). This form may be
obtained by completing the square of the given equation.
y = x2 – 18x + 81 = (x − 9)2
Therefore, the vertex of the parabola is (9, 0).
^
(S108) 19. The x-intercepts may be determined by setting y = 0 and using the factored
form of the equation.
Applying this concept to the third equation which displays the factored form,
when y = 0, we get x + 13 = 0 or x – 5 = 0, yielding the x-intercepts at
x = −13 and x = 5.
The y-intercept is determined by substituting x = 0 which gives y = −65 as
determined by the constant term in the second equation.
^
(S109) 20. The number of children's electric cars Frank has to make available for rent
for the profit to attain its maximum value is 20.

(S127) 21. y = x2 – x − 42 = (x − 7)(x + 6). It shows that the x-intercepts of the graph are
at x = 7 and x = −6.
Therefore, a = 7 and b = −6.

Level L | 20
 Algebra 4

Section 3 Graphing Other Functions

(A53) 22. f(−x) = (−x)3 + 2(−x) = −x3 − 2x = −(x3 + 2x) = −f(x). Therefore, f is an odd
function.
Since f is an odd function, its graph is symmetric about the origin.

2  2
(A54) 23. a. Since f (− x) = − = −  −  = − f ( x) , then the function is odd. This
(− x)  x
means that the graph of the function is symmetric about the origin.
b. The graph has a vertical asymptote at x = 0 and a horizontal asymptote at
y = 0.

c.
y
4

x
−4 −2 0 2 4

−2

−4

(A55) 24. a. The graph of the function f has a vertical asymptote at x = 1 and a
horizontal asymptote at y = 2.
b.
y
8

4
y=2
x
−8 −4 0 4 8
x=1

−4

−8
2x
c. It is apparent from the graph of y = that its range is all real values
x −1
except y = 2.

Level L | 21
 Algebra 4

(A56) 25. The domain of f is the set of real numbers except x = ±1. Thus, when x
belongs to the domain, −x also belongs to the domain.
5 5
Moreover, f ( − x ) = = 2 = f ( x)
( − x ) −1 x −1
2

Thus, f is an even function.

Therefore, the graph of f is symmetric about the y-axis.
(A57) 26. a.
x −2 −1 0 1 2 3
y −1/8 −1/4 −1/2 −1 −2 −4

y
4

x
−4 −2 0 2 4

−2

−4
b. The graph of y = 2 − 0.5(2 ) is obtained by shifting the graph of
x

y = −0.5(2x) two units upwards.

(A58) 1
27. g ( − x ) = −
4
( 3
)
( − x ) + ( − x ) = −  − ( x3 + x )  = − g ( x )
 4
1

Hence, g is an odd function.
The graph of g is symmetric about the origin.
y
8

x
−8 −4 0 4 8

−4

−8

Level L | 22
 Algebra 4

(A59) 28. [T] a. The line of symmetry of the graph is x = 0.

b. The gradient of the tangent is the slope of the tangent. From the graph,
the slope of the tangent is −3.
6 y
5
y = 3x − 2
2
4
3
2
1
x
−1.5 −1 −0.5 0 0.5 1 1.5
−1
−2
−3
−4
Algebraically, the derivative of the function y = 3x2 − 2 is y = 6x. Thus, the
gradient of the tangent at the point of tangency is y(−0.5) = 6  (−0.5) = −3.
c. i. y(−1) = −(−1)3 + 3(−1) + 1 = −1
y(−0.5) = −(−0.5)3 + 3(−0.5) + 1 = −0.375
y(0) = −(0)3 + 3(0) + 1 = 1
y(0.5) = −(0.5)3 + 3(0.5) + 1 = 2.375
y(1.5) = −(1.5)3 + 3(1.5) + 1 = 2.125
The completed table is given below.
x −1.5 −1 −0.5 0 0.5 1 1.5
y −0.125 −1 −0.375 1 2.375 3.0 2.125

Level L | 23
 Algebra 4

ii.

d. Adding 3x2 to both sides of the equation −x3 − 3x2 + 3x + 3 = 0 yields

−x3 + 3x + 3 = 3x2. Subtracting 2 from both sides of the equation obtained
yields −x3 + 3x + 1 = 3x2 − 2. Graphically, the solution of the equation
obtained is the points of intersection of the two graphs y = −x3 + 3x + 1 and
y = 3x2 − 2.
e. Subtracting 2x from both sides of the equation −x3 + 5x + 1 = 0 yields
−x3 + 3x + 1 = −2x. When solving graphically, the solution of this equation is
the abscissa of the point of intersection of the curve y = −x3 + 3x + 1 and the
line y = −2x.

The solution of the equation is approximately x = −0.2.

Level L | 24
 Algebra 4

(S110) 29.
Function h would have exactly one real zero if its graph intersects the x-axis
at a single point.
Raising the graph of f by 1 unit, which would be equivalent to lowering the
x-axis by 1 unit, would produce a graph of h that intersects the x-axis at a
single point.
Therefore, the value of k for which the function h has exactly one real zero is
1.

Section 4 Graphical Solutions

(A60) 30. x3 − 3x2 + 2 = 0 has three roots, two are positive and approximately equal to
2.8 and 1 while the other is negative and is approximately equal to −0.8.
(A61) 31. a. The equation has two distinct roots.
The equation has one root at x = −2.2 and a second root at approximately
x = 1.
b. Any line intersects the graph of y = g(x) in at least one point. Therefore,
for any value of k, the equation x + k = g(x) has at least one root.
Accordingly, there is no value of k for which the equation has no roots.
c. Any value between −1.5 and 0. For example, k = −1.

(A62) 32. Rewriting the equation in the form x2 = |x − 2|, we conclude that the roots of
the given equation are represented by the points of intersection of the graphs
of y = x2 and y = |x − 2|.
The graph of y = |x − 2| is a V-shaped figure that opens upwards with vertex
at (2, 0) as drawn below.
y
4

2
x
−4 −2 0 2 4

The roots of the equation x2 − |x − 2| = 0 are x = −2 and x = 1.

(A63) 33. By inspecting the diagram, we see that −x2 + 4 < |x + 2| whenever x < −2 or
x > 1.

Level L | 25
 Algebra 4

(A64) 34. The graph of the function v(x) is a straight line passing through the points
(0; 10,000) and (10; 30,000).
40 y

32
Value in $1,000
24

16

t
40 6 2 8 10
Years since 2018
According to the graphs, both items will have the same value approximately
3 years from 2018, that is, in the year 2021.
(A65) 35. [T] a. The completed table is given below.
x −3 −2 −1 −0.5 −0.2 0.3 0.5 1 2 3
y −6.7 −1.9 0.3 2.0 12.5 5.6 2.0 0.8 2.1 6.8
b.
y
12
10
8
6
4
2
x
−3 −2 −1 0 1 2 3
−2
−4
−6

c. i. From the graph of the tangent given below, the gradient of the curve
at x = 2 is about 3.

Level L | 26
 Algebra 4

y
12
10
8
6
4
2
x
−3 −2 −1 0 1 2 3
−2
−4
−6

ii. The slope of the tangent is about 3. It passes through the point
(2, 2.1). Therefore, the equation of the tangent line is y = 3x + b and
by substitution, 2.1 = 3(2) + b, giving b = −3.9.
Thus, the equation of the tangent is y = 3x − 3.9.
x3 1
d. i. The graphical solution of the equation + 2 = 0 is the abscissa of
4 2x
the point of intersection of the graph of the function and the x-axis,
thus x = −1.1.
x3 1 x3 1
ii. The equation + 2 − 4 = 0 is equivalent to + 2 = 4.
4 2x 4 2x
Therefore, the graphical solutions of the equation are the abscissas of
x3 1
the points of intersection of two graphs: y = + 2 and y = 4.
4 2x

Level L | 27
 Algebra 4

Therefore, the solutions are x = −0.4, x = 0.35, or x = 2.5.

x3 1
e. Multiplying both sides of the equation + 2 − 4 = 0 by 4x2 yields
4 2x
x3  x2 + 2 − 4  4x2 = 0, x5 − 16x2 + 2 = 0. Thus, a = 1, b = 16, and n = 5.
(A66) 36. [T] a. i. The completed table is the following.
x 0 1 2 3 4
y 1 2 4 8 16
ii. The completed table is the following.
x 0 1 2 3 4
y 5 4 1 −4 −11
b. The graphs are drawn on the grid below.

Level L | 28
 Algebra 4

c. i. The solution of the equation 2x = 10 is the abscissa of the point of

intersection between the graphs of y = 2x and y = 10. The solution is x =
3.3.
ii. The solutions of the equation are the abscissas of the points of
intersection of the two graphs y = 2x and y = 7 − x2, for 0 ≤ x ≤ 4.
Thus, the solution is x = 1.8.

Level L | 29
 Algebra 4

d. i.

ii. This straight line is a tangent to the graph of y = 5 − x2 at the point (1, 4).

(A67) 37. [T] a. From the graph, f (0.8) = −2.8.

b. From the graph, the x-value that corresponds to y = 2.2 is x = 1.2.
c. The equation f (x) = k has only one solution for y > 0.
d. The graph of y = 2x − 1 is drawn on the grid. So, the solutions of the
equation are the abscissas of the points of intersection of two graphs:
f (x) and y = 2x − 1. This gives x = −0.8, or x = 0, or x = 1.3.
6 y
5
4
3
2
1
x
−1 0 1 2 3
−1

−2
−3
−4

Level L | 30
 Algebra 4

e. The tangent to the graph at the point x = 2 is drawn on the grid below.
6 y
5
4
3
2
1
x
−1 0 1 2 3
−1

−2
−3
−4
The tangent passes through the points (2, 0.3) and (0, 1.3). Therefore,
1.3 − 0.3
the gradient is equal to = −0.5 .
0−2

(A68) 38. [T] a. The solutions of the equation are the abscissas of the points of
intersection between the line y = 3 and the graph of f (x). The solutions
are x = −1 and x = 1.
8 y
7
6
5
y = 6 − 3x2
4
y=3
3
2
1
x
−2 −1.5 −1 −0.5 0 0.5 1 1.5 2
−1
−2

Level L | 31
 Algebra 4

b. i. The graph of the tangent is drawn on the grid below.

8 y
7
6
5
y = 6 − 3x2
4
3
2
1
x
−2 −1.5 −1 −0.5 0 0.5 1 1.5 2
−1
−2
ii. The gradient of y = f (x) at x = 1 is −6.
c. i. The completed table is given below.
x −1.5 −1 0 1 1.5
1
y 0.2 1 3 5.2
3
ii.
8 y
7
6
5
y = 6 − 3x2 y = 3x
4
3
2
1
x
−2 −1.5 −1 −0.5 0 0.5 1 1.5 2
−1
−2

Level L | 32
 Algebra 4

d. i. The solutions of the equation f (x) = g(x) are the abscissas of the points
of intersection between the two graphs y = f (x) and y = g(x). From the
graph, the solutions of the equation are x = −1.4 and x = 1.
ii. The interval on which f (x) is above g(x) is −1.4 < x < 1.
e. As x decreases, g(x) approaches zero.
(A69) 39. [T] a. The completed table is given below.
x −1 −0.6 −0.5 0 0.5 1 1.5 2
y −5 −1.5 −1 0 −0.5 −1 0 4
b. See the graph in the figure below.
c.
5 y
4
3
y = 2x3 − 3x2
2
1
x
−2 −1.5 −1 −0.5 0 0.5 1 1.5 2
−1
y = −1
−2
−3
−4
−5
Graphically, the solutions of the equation 2x3 − 3x2 = −1 are the
abscissas of the points of intersection between the two graphs:
y = 2x3 − 3x2 and y = −1. From the graph, the solutions are x = −0.5 and
x = 1. So, the given equation has two solutions.

Level L | 33
 Algebra 4

d. i. The equation 2x3 − 3x2 − x = −1 is equivalent to 2x3 − 3x2 = x − 1.

Thus, the line y = x − 1 should be drawn to solve the given equation.
ii. The graph is given below.
5 y
4
3
y = 2x3 − 3x2
2
1
x
−2 −1.5 −1 −0.5 0 0.5 1 1.5 2
−1
y=x−1
−2
−3
−4
−5
Thus, the solutions of the equation are x = −0.6, x = 0.5, or x = 1.6.
e. According to the graph, the tangent to the graph of y = 2x3 − 3x2 has a
negative gradient when it has a negative slope. It is so on the interval
0 < x < 1.

Level L | 34
 Algebra 4

(A70) 40. [T] a. The completed table is given below.

x −1.5 −1 −0.5 0 0.5 1 1.5
y −9.4 −2 1.9 3 2.1 0 −2.6
b.
y
5

y = x3 − 4x2 + 3

x
−1.5 −1 −0.5 0 0.5 1 1.5

−5

−10
c. The solution of the equation f (x) = 0 is the abscissa of the points of intersection
of the graph of f (x) and the x-axis. Therefore, the solutions are
x = −0.8 and x = 1.

d. The gradient is equal to the slope of the tangent line.

Level L | 35
 Algebra 4

Using two points on the tangent line, (1, 0) and (0, 5), we obtain the
5−0
gradient = = −5 .
0 −1
e. Subtracting x + 3 from both sides of the equation x3 − 4x2 + x + 6 = 0 yields
x3 − 4x2 + 3 = −x − 3.
Graphically, the solutions of the equation are the abscissas of the points of
intersection of the graphs of the two functions f (x) = x3 − 4x2 + 3 and
g(x) = −x − 3.

Therefore, the solution of the equation x3 − 4x2 + x + 6 = 0 for −1.5  x  1.5 is

x = −1.

Level L | 36
 Algebra 4

(A71) 41. [T] a. See the graph below.

b. See the graph below.
c. The two graphs intersect at points M, N, and K. The solutions are x = −1.6,
x = −1, and x = 0.6.
d. Since the tangent passes through A(1, −2) and E(0, −6), the gradient is equal to
−6 + 2
= 4.
0 −1
y

1
y = −2x − 4
x
−4 −3 −2 −1 0 1 2 3 4
y =− 2 / x 2
M −1

−2
N A(1, −2)

−3

−4

−5 K

−6 E(0, −6)

(A72) 42. [T]

a. See the graph below.
b. f (x) = 0 at x = −3, x = −0.5, and x = 2.
c. See the graph below.
d. i. h(1) = −3
ii. f h (1) = f (−3) = 0
iii. h −1 ( x ) = − x − 2 , h −1 (1.5 ) = −1.5 − 2 = −3.5
iv. f ( x ) = h ( x ) at x = 1.6

Level L | 37
 Algebra 4

8−5 3
e. The tangent passes through A(−4, 5) and B(2, 8). Gradient = = = 0.5 .
2+4 6
y
20

15
y = f(x)
10
Tangent line
at x = −2
5
(−4, 5)
x
−4 −3 −2 −1 0 1 2 3 4

−5
h(x) = −x − 2

−10

−15

−20

(A73) 43. [T]

a. See the graph below.
b. f (x) = 0 at x = −3.7, x = 0, x = 3.7.
c. See the graph below.
d. i. h(0.6) = 5(0.6) − 1 = 3 − 1 = 2
ii. f h(0.6) = f (2) = 15
iii. 5x − 1 = 2
5x = 3
x = 0.6
h −1 ( 2 ) = 0.6

iv. f (x) = h (x) at x = 2.8

Level L | 38
 Algebra 4

e. See the graph paper below.

The tangent to the curve at x = 3 passes through the points A(3, 11.25) and
B(4, 1.5).
1.5 − 11.25
Gradient = = −9.75
4−3

16
h (x)

12 A

4
B
x
−4 −3 −2 −1 0 1 2 3 4

−4 f (x)

−8

−12

−16

Level L | 39
 Algebra 4

(A74) 44. [T] a. See the graph below.

b.
10 y
f (x)

h (x) 6

4 B

2
A
x

−5 −4 −3 −2 −1 0 1 2 3 4 5
−2

−4

−6

−8

−10
5
c. − = −0.75 x + 1.5 at x = −1.3 or x = 2.5.
x3
d. The tangent to the curve at x = −2 passes through the points A(−2, 0.6)
and B(1, 3.4).
3.4 − 0.6 2.8 2.8
Gradient = = =  0.9
1 − (−2) 1 + 2 3
(S118) 45. The graph represents a function that has three distinct real zeros.
^
(S119) 46. The graph represents a function that has a repeated zero at x = 4.
Therefore, the value of c is 4.
(S121) 47. 4x2 – 10 = x2 + 17, 3x2 – 27 = 0, 3(x2 – 9) = 0. This quadratic equation factors
to 3(x – 3)(x + 3) = 0, yielding the two solutions x = 3 and x = −3.
Substituting x = 3 in the second (or the first) equation, we get y = 9 + 17 = 26.
Substituting x = −3 in the second (or the first) equation, we get y = 9 + 17 =
26.
Therefore, the coordinates of points A and B are (−3, 26) and (3, 26)
respectively.

Level L | 40
Algebra 4

Level L | 41
 Algebra 4

SAT
(S213) 48. [G3] Using the properties of graph of the shifted function, we understand that
the graph of the function
h(x) = f(x + 1) is the shifted to the left by 1 graph of f(x). It means that we can
obtain the following relation between a and c:
a–1=c
Similarly, the graph of the function g(x) = f(x) + 3 is the shifted upwards by 3
graph of f(x). It means that we can obtain the following equation between b
and d:
b+3=d
Adding first equation to the second one we get:
a+b–1+3=c+d
Using condition a + b = 4, we get 6 = c + d or c + d = 6.
(S227) 49. [G3] The lowest possible value of the function will be reached with such a
value of x that minimizes (x – 20)2. Considering that (x – 20)2 is always non-
negative, its smallest value is 0 at x = 20. Hence, the lowest value of the
0
function is + 32 = 32 .
810

(S238) 50. [G3] Using the condition of x-intercepts we can write given quadratic
function in factored form as
f(x) = a(x + 2)(x – 4). Using the vertex point gets f(1) = a(3)(–3) = 9, which
yields a = −1. Hence,
f(0) = −(2)(–4) = 8. Thus, |b| = 8.

Level L | 42
 Algebra 4

(S239) 51. [G3] (a) f(x) = k(x + 3)3 has root x = –3 of multiplicity 3 that is the graph of
f(x) should have inflection at
x = –3. Given graph looks smooth at x = –3. So this option is not correct.
(b) f(x) = k(x + 3)(x2 + 9) has the only root x = –3. This means that its graph
has the only x-intercept in (−3, 0) and passes through this point regularly.
These observations correspond to the given graph so option (b) is correct.
(c) f(x) = k(x − 3)(x2 − 9) has two roots, x = 3 of multiplicity 2 and x = –3. It
is enough to know that the graph of this function has to have two common
points with the x-axis, (–3, 0) and (3, 0). Hence, (c) is not correct.
(d) f(x) = k(x – 3)(x2 + 9) has the only root x = 3. This means that its graph
has the only x-intercept in
(3, 0), which is the reason the option (d) is not correct.
(S215) 52. [G3] The given linear function decreases by 0.08 each time t increases by 1
second. It means that every second Jerry is 0.08 meters closer to the end line.
Hence, it is the distance he can swim each second.
(S216) 53. [G3] Let h = kx + b be the linear function we are building based on the
situation. The value of b is 500 as it is the starting altitude that is not affected
by the number of miles we drive. If for each 3-mile driven uphill the road,
50
the altitude increases by 50 feet, then for each mile it increases by , which
3
50
is the value of k. So, the final function is h(x) = 500 + x.
3

(S217) 54. [G3] Linear function is given in a slope-intercept form. Thus, the slope of its
graph is the x coefficient, which is –2.
To find x-intercept we need to solve the equation 0 = –2x + 3, which gives
x = 1.5. Thus, the x-intercept is (1.5, 0).
To find y-intercept we need to solve the equation y = –2 × 0 + 3, which gives
y = 3. Thus, the y-intercept is (0, 3).
(S218) 55. [G3] First, we write an equation in a slope-intercept form y = kx + b. To do
this, we can identify 2 points that line is passing through, which are (0, 5)
5−0 5
and (4, 0). Thus, the slope of the function is = − . Substituting 0 for x
0−4 4
5
and 5 for y in y = − x + b we obtain 5 = b. Hence the linear function can be
4
5 5
represented as y = − x + 5 . To rewrite it in standard form we add x to
4 4
both sides and then multiply by 4. The obtained result is 5x + 4y = 20.

Level L | 43
 Algebra 4

(S219) 56. [G3] First, we write an equation in a slope-intercept form y = kx + b. Using

the condition of y-intercept, equation 200 = k × 0 + b is obtained, which
gives b = 200. f(x) decreases by 8 units for every 4 unit increase in x. Hence,
8
the value of k is − = −2 . Final equation of the linear function is
4
f(x) = 200 − 2x.
(S246) 57. [G3] Assuming that the relationship between d and t is linear gives that with
every 15 minutes of driving a car Drew is 65 – 57 = 8 km closer to the
destination. Hence, the value of k is 57 – 2  8 = 41 km.

Level L | 44
 Algebra 4

Chapter 3 Quadratic Equations

Section 1 Quadratic Equations

(A75) 1. 3x2 − 2x − 5 = (3x − 5)(x + 1)

5
(3x − 5)(x + 1) = 0 if 3x − 5 = 0 or x + 1 = 0 which is true whenever x = or
3
 5
x = −1. The solution set of 3x2 − 2x − 5 = 0 is  −1,  .
 3
(A76) 2. Adding 15 to both sides of 2x – 15 = 3 gives 2x2 = 18.
2

Dividing both sides of the last equation by 2 results in x2 = 9.

Applying the square root principle yields x = ± 9 . So, the roots are x1 = 3,
x2 = –3.
(A77) 3. Subtracting 25 from both sides of 2x2 + 25 = 7 gives 2x2 = –18.
Dividing both sides of the last equation by 2 results in x2 = –9.
Applying the square root principle yields no real roots for this equation.

(A78) 4. 5(x − 2)2 − 1 = 124

5(x − 2)2 = 125
(x − 2)2 = 25
x − 2 = 5. Thus, the roots are x1 = 7 and x2 = −3.
(A79) 5. Let x represent the speed of the boat in still water. The speed of the boat while
sailing downstream is x + 6 and the speed while sailing upstream is x − 6. The
144 144
time sailing downstream is and the time sailing upstream is . The
x+6 x−6
144 144
total time of the trip is + = 10 .
x+6 x−6
72 72
+ = 5 , which can be simplified to 5x2 − 144x − 180 = 0. The last
x+6 x−6
equation in factored form is (x − 30)(5x + 6) = 0.
6
The roots of this equation are x = 30 and x = − , but the negative root is
5
rejected. Therefore, the speed of the boat in still water is 30 km/hr.

Level L | 45
 Algebra 4

(A80) 6. [G1] 5x2 + 58x − 24 = (5x − 2)(x + 12)

2
(5x − 2)(x + 12) = 0 if 5x − 2 = 0 or x + 12 = 0 which is true whenever x =
5
or
x = −12.
2
The roots of 5x2 + 58x − 24 = 0 are and −12.
5
The other root is −12.

(A81) 7. 4x2 − 24x − 112 = 0 is equivalent to 4(x2 − 6x) = 112

Adding the square of half of 6 results in 4(x2 − 6x + 9) = 112 + 36
Simplifying gives 4(x − 3)2 = 148
Since 4(x − a)2 = b is equivalent to 4(x − 3)2 = 148, then b = 148.

 8 
(A82) 8. 3x2 + 8x − 3 = 0 is equivalent to 3  x 2 + x  = 3 .
 3 
 8 16  16
3 x2 + x +  = 3 + .
 3 9 3
2
 8 16  16  4  25
Simplifying 3  x 2 + x +  = 3 + gives 3  x +  = .
 3 9 3  3 3
2 2
 4  25  4  25
Simplifying 3  x +  = gives  x +  = .
 3 3  3 9
2
 4  25 4 5
Taking the square roots of  x +  = gives x + = .
 3 9 3 3
1
So, x = , or x = −3.
3
(S123) 9. The answer to the question is the solution to the equation 6x2 + 16 = 400.
Solving for x2, we get
6x2 = 384, or x2 = 64. Since x represents a length, the solution is the positive
root of the equation, which is 8. The side length is 8 inches.
^
(S124) 10. Since (x + 9)(x − 8) = x2 + x − 72, then x2 + x − 72 = −42, which rearranges
x2 + x − 30 = 0.
This quadratic equation factors to (x – 5)(x + 6) = 0, yielding the two
solutions 5 and −6.
^
(S125) 11. Adding 62 to both sides gives x2 – 12x + 36 = 30 + 36, or (x – 6)2 = 66.
^

Level L | 46
 Algebra 4

k ( k + 20 )
(S126) 12. The answer to the question is the solution to the equation = 150 .
2
Multiplying both sides by 2 produces the equation
k(k + 20) = 300, which rearranges to k2 + 20k − 300 = 0.
This quadratic equation factors to (k – 10)(k + 30) = 0, yielding the two
solutions 10 and −30.
However, since the number of chocolate cakes is positive, only 10 is an
admissible solution in this case.
^
(S131) 13. Solving for m, we get m2 = 36, which gives m =  36 = 6 .

Section 2 The Quadratic Formula

(A83) 14. a. In standard form, 2x2 + 4x = 1 becomes 2x2 + 4x − 1 = 0.

 = 42 − 4(2)(−1) = 16 + 8 = 24 > 0. The equation has two distinct real
roots.
b.  = (−10)2 − 4(25)(1) = 100 − 100 = 0. The equation has one repeated real
root.
c.  = 52 − 4(1)(7) = 25 − 28 = −3 < 0. The equation has no real roots.

(A84) 15. a. a = 2, b = 2, c = −1
−2  22 − 4(2)(−1) −2  12 −2  2 3 −1  3
x= = = =
2(2) 4 4 2
−1 − 3 −1 + 3
The two roots are x1 = and x2 = .
2 2
−1 − 3 −1 + 3 −2 b
b. S = x1 + x2 = + = = −1 = − ✓.
2 2 2 a

−1 − 3 −1 + 3 ( −1) − ( 3)
2 2

1− 3 1 c
P = x1  x2 =  = = = − = ✓.
2 2 4 4 2 a

(A85) 16. Substituting S = 2 and P = −4 in x2 − Sx + P = 0 gives the equation

x2 − 2x − 4 = 0.
The roots of the last equation are :
− ( −2 )  ( −2 ) − 4(1)(−4)
2
2  20 2  2 5
x= = = = 1 5 .
2(1) 2 2
Therefore, the two numbers are 1 + 5 and 1 − 5 .

Level L | 47
 Algebra 4

(A86) 17. The figure is composed of two rectangles, one with sides x cm and 4x − 1 cm
and another with sides x cm and 4 cm. The area of the shape is
x(4x − 1) + 4x = 20, which simplifies to 4x2 + 3x − 20 = 0.
−3  32 − 4(4)(−20) −3  329
The roots of the last equation are x = = .
2(4) 8
−3 + 329 −3 − 329
Thus, the roots are x1 =  1.89 and x2 =  −2.64 .
8 8
−3 + 329
The negative value of x is rejected, so x = 1.89 cm.
8
(A87) 18. [G1] a = 2, b = −8, and c = 5
 = b2 − 4ac = (−8)2 − 4(2)(5) = 64 − 40 = 24 > 0
− ( −8 ) − 24 − ( −8 ) + 24
The roots are and .
2 ( 2) 2 ( 2)
8−2 6 8+2 6
They simplify to and which simplify further to
4 4
4− 6 4+ 6
and . The value of k is 6.
2 2
(A88) 19. The sum of the roots of −3x2 − 36x + 14 = 0 is 36  (−3) = −12.
The answer is −12.
(A89) 20. [T] a. y = x3 − 27 x + 4
dy
= 3 x 2 − 27
dx
3 x 2 − 27 = 0
3( x2 − 9) = 0
x = 3
x − −3 3 +
y' + 0 − 0 +
y 58 −50
A ( −3, 58 ) is a local maximum.
B ( 3, −50 ) is a local minimum.
b. M (1, −22 )
dy
At x = 1, = −24 .
dx
y + 22 = −24 ( x − 1)
24 x + y − 2 = 0

Level L | 48
 Algebra 4

21. [T] a. s ( 3) = 33 − 6 ( 3) + 24 ( 3) + 7 = 52 m
(A90) 2

b. s ( 2 ) = 23 − 6 ( 2 ) + 24 ( 2 ) + 7 = 39 m
2

The distance travelled in the third second is s (3) − s (2) = 52 − 39 = 13 m.

c. v ( t ) = ( 3t 2 − 12t + 24 ) m/s
a ( t ) = ( 6t − 12 ) m/s 2
6t − 12 = 12, giving t = 4 s .

d. v = 0 gives 3t 2 − 12t + 24 = 0 .
t 2 − 4t + 8 = 0
 = ( −4) 2 − 4 (1)( 8 ) = −16  0
Thus, such t does not exist.

Distance
(A91) 22. [T] a. i. Speed =
Time
From 09:00 till 09:30, the cyclist covered 6 km. Therefore, the
cyclist’s speed during this interval of time is equal to
6 km km
= 12 .
1hour hour
30 min 
60 min
ii. During the journey, the cyclist covered a distance of 24 km.
The journey lasted for 2 hours and 5 minutes, which is equal to
125
hours.
60
Thus, the average speed of the cyclist for the whole journey is
24 km km
V = = 11.52 .
125 hour
hours
60
b. i. From the graph, the maximum speed of the cyclist during the whole
journey is V km/h. Thus, the distance the cyclist traveled is
computed as the area of the trapezoid, consisting of two triangles
with areas S1 and S3, and a rectangle with the area S2.

Level L | 49
 Algebra 4

V NOT TO
SCALE
Speed
(km/h)

S1 S2 S3
0
08:00 08:09 08:21 08:30
Time
1 km 1 hour 3V
S1 = V  9 min = km.
2 h 60 min 40
km 1 hour V
S2 = V  ( 21 − 9 ) min = km.
h 60 min 5
1 km 1 hour 3V
S3 = V  9 min = km.
2 h 60 min 40
3V V 3V 7V
Therefore, the total distance travelled is + + = ,
40 5 40 20
7V
which is equal to 7 km. So, we obtain the equation = 7 , giving
20
V = 20 km/h.
ii. The acceleration during the first 9 minutes is
km km 20 km  1000 m  1 hour
20 −0
h h = h 1 km 3600 s m
 0.01 2 .
9 min 60 s s
9 min 
1 min

(S132) 23. Applying the quadratic formula, the solutions to the equation are
−b  b 2 − 4ac 8  64 − 4 8  2 15
= = = 4  15 .
2a 2 2
(S133) 24. If the roots of the equation are a and b, then the equation factors to
(x – a)(x – b) = 0, which expands to x2 – (a + b)x + ab. Therefore, a + b = –
(–17) = 17, and ab = 9. Since a2 + b2 is equivalent to (a + b)2 – 2ab, we have
a2 + b2 = 289 – 18 = 271.

Level L | 50
 Algebra 4

Section 3 Complex Numbers

1
(A92) 25. Equating the real parts: 2 = 8y, thus y = .
4
Equating the imaginary parts:
−6x = −(4x + 3y)
2x = 3y
1 3
2 x = 3  and x =
4 8

(A93) 26. a) 5z = 5(−2 − i) = −10 − 5i and 3w = 3(7 + 3i) = 21 + 9i

5z + 3w = −10 − 5i + (21 + 9i) = 11 + 4i
b) 4z = 4(−2 − i) = −8 − 4i
4z − w = −8 − 4i − (7 + 3i) = −15 − 7i
(A94) 27. In standard form, the equation is x2 + 2x + 20 = 0.
The discriminant is  = 22 − 4(1)(20) = −76 < 0. Thus, the equation has
complex roots given by
−b  b 2 − 4ac −2  −76 −2  2i 19
x= = = = −1  i 19 .
2a 2 2
The roots are x1 = −1 + i 19 and x2 = −1 − i 19 .

(A95) 28. 5x2 + 125 = 5(x2 + 25) = 5(x – 5i)(x + 5i)

(A96) 29. x2 + 8x + 25 = x2 + 8x + 16 + 9 = (x + 4)2 + 9 = (x + 4)2 − 9i 2 =

= (x + 4 − 3i)(x + 4 + 3i)

(A97) 30. [G1] (−3 + 2i)(5 − 9i) = −3(5 − 9i) + 2i(5 − 9i)
= −15 + 27i + 10i − 18i2
= −15 + 37i + 18
= 3 + 37i
The value of k is 37.

(S134) 31. (–3 + 6i) – (1 – 2i) = −3 + 6i − 1 + 2i = −4 + 8i.

^
(S135) 32. (2 + i)(3 – 4i) = 6 − 8i + 3i − 4i2 = 10 − 5i.

Level L | 51
 Algebra 4

Section 4 The Sign of a Quadratic Trinomial

(A98) 33. x2 − 4 = (x − 2)(x + 2)

x2 − 4 = 0 has two roots: −2 and 2, and a = 1 > 0.
x2 − 4 = 0 for x = −2 and x = 2
x2 − 4 > 0 for all x < −2 and for all x > 2
x2 − 4 < 0 for all x satisfying −2 < x < 2
x2 ≤ 4 is equivalent to x2 − 4 ≤ 0. Hence, x2 ≤ 4 for all x satisfying −2 ≤ x ≤ 2.

(A99) 34. b2 − 4ac = 22 − 4(3)(10) = 4 − 120 = −116 < 0

3x2 + 2x + 10 > 0 for all real numbers x
Therefore, the solution set of 3x2 + 2x + 10 ≥ 0 is the set of all real numbers.
(A100) 35. ∆ = 202 – 4 × 4 × 25 = 0
The repeated root of 4x2 + 20x + 25 = 0 is –20/8 = –5/2.
a = 4 > 0 implies 4x2 + 20x + 25 ≥ 0 for all x.
4x2 + 20x + 25 = 0 for x = –5/2.
Hence, the solution set of 4x2 + 20x + 25 > 0 is the set of real numbers
excluding –5/2.

(A101) 36.  = b2 − 4ac = (−8)2 − 4(16)(1) = 64 − 64 = 0

−b −( −8) 8 1
The repeated root of 16x2 − 8x + 1 is = = = .
2a 32 32 4
a > 0 implies 16x2 − 8x + 1 ≥ 0 for all x.
The inequality 16x2 − 8x < −1 is equivalent to 16x2 − 8x + 1 < 0.
Thus, the solution set of 16x2 − 8x < −1 is empty.

1
(A102) 37. (2x − 1)(x − 2) = 0 for x = 2 and x = .
2
1
Therefore, (2x − 1)(x − 2) < 0 for all x such that  x  2.
2
The discriminant of 2x2 − x + 1 is (−1)2 − 4(2)(1) = 1 − 8 = −7 < 0. Thus, the
solution set of 2x2 − x + 1 < 0 is empty.
The solution set of the system of inequalities is empty.

Level L | 52
 Algebra 4

x ( x − 5)
(A103) 38.  0 when x(x − 5) > 0 and (x − 1) > 0,
x −1
or when x(x − 5) < 0 and (x − 1) < 0.
The solution set of x(x − 5) > 0 is x < 0 or x > 5.
The solution set of (x − 1) > 0 is x > 1.
The solution set of x(x − 5) > 0 and (x − 1) > 0 is the common part of the
two sets,
namely, x > 5.
The solution set of x(x − 5) < 0 is 0 < x < 5.
The solution set of (x − 1) < 0 is x < 1.
The solution set of x(x − 5) < 0 and (x − 1) < 0 is the common part of the
two sets, namely, 0 < x < 1.
x ( x − 5)
The solution set of  0 is all x such that 0 < x < 1 or x > 5.
x −1

2
(A104) 39. [G1] 3(x − 4)(3x + 2) has two roots that are − and 4. Its leading coefficient
3
is 3 > 0.
2
Therefore, 3(x − 4)(3x + 2) < 0 for all x, − < x < 4 and
3
2
3(x − 4)(3x + 2) > 0 for all x, x < − or x > 4.
3
2
−3(x − 4)(3x + 2) has two roots that are − and 4. Its leading coefficient is
3
−3 < 0.
2
Therefore, −3(x − 4)(3x + 2) < 0 for all x, x < − or x > 4 and
3
2
−3(x − 4)(3x + 2) > 0 for all x, − < x < 4.
3
2
−3(x − 4)(3x + 2) = 0 whenever x = 4 or x = − .
3
The correct options are:
2
3(x − 4)(3x + 2) > 0 for all real numbers x, x < − or x > 4.
3
2
−3(x − 4)(3x + 2) > 0 for all real numbers x between − and 4.
3

Level L | 53
 Algebra 4

Section 5 Range of Values

(A105) 40. a) (0, 10) b) [0, 1) c) (−, −2)

b −4
(A106) 41. f (x) has a minimum value at x = − =− = 2 and is equal to f (2) = 1.
2a 2
f (x) ≥ 1 for all values of x. The range of values of f (x) is [1, +).
1
The range of values of is (0, 1].
f ( x)
 1 
The range of values of P( x) = 2   + 1 is (2  0 + 1, 2  1 + 1] = (1, 3].
 f ( x) 

−b −1 1
(A107) 42. f (x) has a maximum value at x = = = and is equal to
2a 2(−2) 4
1 31
f  =− .
4 8
31  31 
f (x) ≤ − for all values of x. The range of values of f (x) is  −, −  .
8  8
1  8 
The range of values of is  − , 0  .
f ( x)  31 
1  8   70 
The range of values of g ( x) = − 2 is  − − 2, 0 − 2  =  − , − 2  .
f ( x)  31   31 

−b − ( −1) 1
(A108) 43. f (x) has a minimum value at x = = = and is equal to
2a 2(1) 2
1 25 25
f   = − . f (x) ≥ − for all values of x.
2 4 4
x2 − x − 6 = (x − 3)(x + 2), consequently, f (x) = 0 when x = 3 and x = −2.
f (x) > 0 when x < −2 and when x > 3. The range of values of f (x) is
 25 
 − 4 , 0    0, + ) .
1  4
The range of values of is  −, −   ( 0, + ) .
f ( x)  25 
2
The range of values of P( x) = + 10 is
f ( x)
  4    242 
 −, 2  −  + 10  ( 2 ( 0 ) + 10, + ) =  −,  (10, + ) .
  25    25 

Level L | 54
 Algebra 4

−b − ( −4 ) 4
(A109) 44. f (x) has a minimum value at x = = = = 2 and is equal to
2a 2(1) 2
f (2) = 0.
f (x) ≥ 0 for all values of x.
The range of values of f (x) is [0, +).
−2
The range of values of is (−, 0).
f ( x)
−2
The range of values of P( x) = + 1 is (−, 1).
f ( x)

(A110) 45. Let l represent the length of the rectangular region and w its width.
We have 2(l + w) = 120 or l + w = 60, giving l = 60 − w.
The area of the region is A(w) = lw = (60 − w)w = −w2 + 60w.
The area reaches its maximum when w = −60/(−2) = 30.
In this case, the area is A(30) = −302 + 60(30) = −900 + 1,800 = 900 m2.
SAT
(S229) 46. [G3]
3x − 9 x 2 + 2 x − 15 3( x − 3) ( x − 3)( x + 5) 3( x − 3) 3x − 9
 =  = =
x + 3 x − 10 x − 5 x + 6 ( x − 2)( x + 5) ( x − 2)( x − 3) ( x − 2)
2 2 2
( x − 2) 2

(S221) 47. [G3] 4 xy 3 + 16 x 2 y 2 = 4 y 2 ( xy + 4 x 2 ) = 2 y xy + 4 x 2 = 2 y xy + 4 x 2

The absolute value symbol can be dropped since using condition y > 0, 2y is
always positive.

(S223) 48. [G3] 5(x + 3)(x + 4) = 20 Write the equation in a standard form of
a quadratic equation
5x2 + 35x + 60 − 20 = 0 Simplify and divide both sides by 5
x2 + 7x + 8 = 0
Applying properties of the roots of a quadratic equation gives us that their
product is equal to 8, which means αβ = 8.
(S224) 49. [G3] Applying the quadratic formula, the roots of the equation are given by
8  82 − 4 16  (−47) 8  64(1 + 47) 8  32  32  3 8  32 3 1
= = = =  3
32 32 32 32 4
which implies b = 3.

Level L | 55
 Algebra 4

y = 3x − 1
(S225) 50. [G3] Substitute for y from the first equation to the second one
( x + y)2 = 9

(4 x − 1)2 = 9 Write the equivalent equations

4x – 1 = 3 or Solve them for x

4x – 1 = –3

x = 1 or x = –0.5

Only x = 1 satisfies the condition of being positive. Hence, a = 1.

(S226) 51. [G3] y = 2x2 + 8x + 20
y = 2 – 4x Substitute for y from the second equation
to the first one

2 – 4x = 2x2 + 8x + 20 Simplify

2x2 + 12x + 18 = 0 Divide both parts of the equation by 2

x2 + 6x + 9 = 0 Solve for x

(x + 3)2 = 0
x = –3 Answer

(S234) 52. [G3] 5x2 − 10(2a − b)x + 3b = 0 Divide both parts by 5 in order to use
properties of the roots
x2 − 2(2a − b)x + 0.6b = 0 Use properties of the roots and the
conditions to form a system

0.6b = −6 Yields b = −10

− 2(2a − b) = −4 Substitute b from the first equation to the
second one

− 2(2a +10) = −4 Solve for a

2a +10 = 2
2a = −8
a = −4

(S222) 53. [G3] Using property i2 = −1 and i4 = 1 gives i12 – i7 = (i4)3 – i4  i3 = 1 – i3 =

1 – i2  i = 1 + i.

Level L | 56
 Algebra 4

(S205) 54. [G3] 1 − |−5z| ≥ −9 Subtract 1 from both sides

− |−5z| ≥ −10 Multiply both sides by −1 (with change of
inequality sign)
|−5z| ≤ 10 Simplify the inequality by using absolute value
property
|5z| ≤ 10 Write the equivalent system of inequalities
−10 ≤ 5z ≤ 10 Divide all sides by 5
−2 ≤ z ≤ 2` Answer
(S206) 55. [G3] After converting everything to cents, we obtain that Sam has 250 cents
in dimes, 25n cents in quarters, and more than 550 cents in total. With this
information, a linear inequality can be written: 250 + 25n > 550. Solve it for
n.
250 + 25n > 550
25n > 300
n > 12
(S210) 56. [G3] Substituting for y from the given solution point to the second inequality,
we obtain the inequality
4x + 36 < 25. Solve it for x.
4x < −11
x < –2.75
Hence, the largest possible integer value of x is −3.
(S211) 57. [G3] We can form a system of inequalities
x + y ≤ 100 represents the total number of boxes that can be
shipped in one container.
15x + 30y ≤ 1 800 represents the total mass of large and small boxes
combined that can be shipped in one container.

Level L | 57
 Algebra 4

Chapter 4 Polynomial Equations

Section 1 Division of Polynomials

(A111) 1.
4 x 3 − 13 x 2 + 34 x − 71
x + 2 4 x 4 − 5 x3 + 8 x 2 − 3x − 6

− (4 x 4 + 8 x 3 )
− 13 x 3 + 8 x 2 − 3 x − 6
− (−13 x 3 − 26 x 2 )
34 x 2 − 3 x − 6
− (34 x 2 + 68 x)
− 71x − 6
−(−71x − 142)
136
136
Therefore, (4x4 − 5x3 + 8x2 − 3x − 6) ÷ (x + 2) = 4 x 3 − 13 x 2 + 34 x − 71 +
x+2
.

1 2 0 −1 0 1
(A112) 2. 2 2 1 1
2 2 1 1 2
2
Therefore, (2x4 − x2 + 1) ÷ (x − 1) = 2 x 3 + 2 x 2 + x + 1 + .
x −1

2 x3 + x 2 + 2 x 2 x3 + x 2 + 2 x 1 2 x3 + x 2 + 2 x
(A113) 3. = = 
2x − 3 2( x − 1.5) 2 x − 1.5

1.5 2 1 2 0
3 6 12
2 4 8 12
2x + x + 2x 1  2
3 2
12 
=  ( 2 x + 4 x + 8 ) +
12
Therefore,  = x2 + 2x + 4 +
2x − 3 2  x − 1.5  2x − 3
.

Level L | 58
 Algebra 4

1.5 2 − 11 14 −3
(A114) 4. 3 − 12 3
2 −8 2 0
Dividing P(x) by (x − 1.5) gives a quotient Q(x) = 2x2 − 8x + 2 and a
remainder
R = 0. Therefore, 2x3 − 11x2 + 14x − 3 is divisible by (x − 1.5) and
2x3 − 11x2 + 14x − 3 = (2x2 − 8x + 2)(x − 1.5).
(A115) 5. a.
−2 2 9 7 −6
−4 − 10 6
2 5 −3 0
Dividing V(x) by (x + 2) gives a quotient Q(x) = 2x2 + 5x − 3 and a
remainder
R = 0. Therefore, the expression for the area of the base is 2x2 + 5x − 3.
b. 2x2 + 5x − 3 can be factored further to yield (2x − 1)(x + 3). Therefore, the
dimensions of the base of the box are (2x − 1) by (x + 3).
c. If the box has a square base, then 2x − 1 = x + 3. So, x = 4. Therefore, the
dimensions of the base of the box are 2(4) − 1 = 7 in. by 7 in.
5 x3 + 12 x 2
(A116) 6. [G1] 3 x − 5 15 x 4 + 11x 3 + 3x 2 + 5 x + 4
−
15 x 4 − 25 x 3
36 x 3 + 3 x 2
−
36 x 3 − 60 x 2
63 x 2 + 5 x
The coefficient of x2 in the quotient is 12.
(S141) 7. The answer may be obtained by performing a long division to divide
9 68
9x – 10 by 5x + 2, where the quotient is and the remainder is − .
5 5
68
9 x − 10 9 9 68
Therefore, = − 5 = − .
5x + 2 5 5x + 2 5 5 (5x + 2 )
9 68
Therefore, a = and b = − .
5 5

Level L | 59
 Algebra 4

(S142) 8. Multiply both sides by x – 2 and compare the coefficients of x on both sides
to determine the value of m. Multiplying the right side by x – 2 produces the
expression (x –2)(5x + m) + 9 =
5x2 – 10x + mx + 9 – 2m, in which the coefficient of x is equal to m – 10, and
this should equal the coefficient of x on the left side, which is –9.
Therefore, m – 10 = –9, or m = 1.

Section 2 The Remainder Theorem

(A117) 9. The remainder is given by
P(−1) = (−1)3 + (5m − 5)(−1)2 − (2m − 1)(−1) = −1 + 5m − 5 + 2m − 1
= 7m − 7.
Since P(x) is divisible by (x + 1), it follows that P(−1) = 0. Therefore,
7m − 7 = 0 gives m = 1.

5 2 −5 − 30 15 40
(A118) 10. 10 25 − 25 − 50
2 5 −5 − 10 − 10
Thus, P(5) = −10.
(A119) 11.
3 −2 5 −2 20
−6 −3 − 15
− 2 −1 −5 5
The volume of the melting ice cube 3 minutes after being taken out of the
freezer is equal to 5 cm3.
(A120) 12. [G1] Applying the Remainder Theorem, the remainder is equal to
P(2) = 4(2)4 + 15 = 4  16 + 15 = 64 + 15 = 79.
(S157) 13. The remainder theorem implies that the remainder of the division by x – a is
equal to p(a). Therefore, p(a) = −3. This gives a3 + 2a2 + 4a + 5 = −3, or a3 +
2a2 + 4a + 8 = 0.
This equation factors to (a + 2)(a2 + 4) = 0. Therefore, a = −2.

Level L | 60
 Algebra 4

Section 3 Rational Roots

(A121) 14. a.
4/3 27 −108 144 −64
36 −96 64
27 −72 48 0
Since the remainder of the division of P(x) by (x − 4/3) is 0, then 4/3 is a
root of P(x).

b. P(x) = (x − 4/3)(27x2 − 72x + 48) = (x − 4/3) 3 (3x − 4)2 = (3x − 4)3.

Thus, 4/3 is a root of multiplicity 3.
(A122) 15. a. The factors of 6 are 1, 2, 3, and 6. The factors of 3 are 1 and 3.
1 1 1 3 
The possible rational roots of U(x) are   , , ,1, ,3 .
6 3 2 2 
b. Any number from the above list can be tested using the synthetic division
method. Let’s divide the polynomial by (x + 3).
−3 6 17 −4 −3
−18 3 3
6 −1 −1 0
Thus, −3 is a root and (x + 3) is a factor of 6x3 + 17x2 − 4x − 3.
6x3 + 17x2 − 4x − 3 = (x + 3)(6x2 − x − 1) = (x + 3)(2x − 1)(3x + 1)
 1 1
The complete list of the roots is  −3, − ,  .
 3 2

(A123) 16. A possible rational root of R(x) is 2.

2 1 −6 13 −10
2 −8 10
1 −4 5 0
R(x) = (x − 2)(x2 − 4x + 5)
The roots of x2 − 4x + 5 are obtained by the quadratic formula:
4  (−4) 2 − 4(1)(5) 4  −4 4  2i
= = = 2i .
2(1) 2 2
Thus, R(x) = (x − 2)(x − 2 − i)(x − 2 + i).
The roots of R(x) are x = 2, x = 2 + i, and x = 2 − i.

Level L | 61
 Algebra 4

(A124) 17. The volume of the box is given by V(x) = x2(19 − 5x) = 36.
Simplifying gives −5x3 + 19x2 − 36 = 0.
x = 2 is a solution to the equation. Dividing by (x − 2) yields:
2 −5 19 0 −36
−10 18 36
−5 9 18 0
−5x3 + 19x2 − 36 = (x − 2)(−5x2 + 9x + 18)
The discriminant of −5x2 + 9x + 18 is 92 − 4(−5)(18) = 441 and its roots are
−9  441 −9  21
x= = , giving x = 3 and x = −1.2.
2(−5) −10
−1.2 is rejected, so the other possible value of x is 3.

(A125) 18. [G1] (x + 2) is a factor of P(x) = x4 − 2x2 + 3mx + 64 implies P(−2) = 0.

P(−2) = (−2)4 − 2(−2)2 + 3(−2)m + 64 = 16 − 8 − 6m + 64 = 72 − 6m
P(−2) = 0, so, 72 − 6m = 0, which gives m = 12.

(A126) 19. [G1] The list of possible roots of P(x) = 3x4 − 2x3 − 4x2 − 7x − 2 consists of
factors of 2 divided by factors of 3. That is, any element in {1, 2} divided by
any element in
{1, 3} along with their opposites.
The possible roots that are whole numbers are ratios of 1 or 2 by 1 along
with their opposites: {1, 2}.
Testing each of 1 and 2 results in 2 as the only whole number that is a
root of the given polynomial.
P(2) = 3(2)4 − 2(2)3 − 4(2)2 − 7(2) −2 = 0
The answer is 2.
(S159) 20. The polynomial may be expressed as
p(x) = (x + 4)(x2 + 7x − 18) = (x + 4)(x + 9) (x − 2).
Therefore, p(x) = 0 whenever x = –4, x = –9, or x = 2.
The product of all possible values of x is −4 × (−9) × 2 = 72.

SAT

(S231) 21. [G3] f(x) − g(x) = 2x3 − 3x2 + 2x − (x2 − x + 2)

= 2x3 − 3x2 + 2x − x2 + x − 2
= 2x3 − (3x2 + x2) + (2x + x) − 2
= 2x3 − 4x2 + 3x − 2

Level L | 62
 Algebra 4

(S209) 22. [G3] A following system can be formed

2x + 3y = 16 represents total number of credit hours
y = 2x represents the ratio between the number of 3-hour courses and
2-hour courses
(S214) 23. [G3] If one gallon of latex paint would cover 190 square feet of wall, then
190
this gallon can be used to cover = 95 square feet of wall twice. Then,
2
S
the total number of gallons to cover S square feet of wall twice is L = .
95

x − 4y = 3
(S220) 24. [G3] Multiply both sides of the first equation by −2.
2x − 8 y = 2
−2 x + 8 y = − 6
Add the two equations side-by-side.
2x − 8 y = 2
0 = –4 This is a contradictory statement. Therefore,
system has no solution.

(S201) 25. [G3] 0.4(1.5x − 9) = 10.8 − 3x Distribute 0.4 to 1.5x and 9

0.6x – 3.6 = 10.8 – 3x Add 3x to both sides
0.6x – 3.6 + 3x = 10.8 – 3x + 3x Simplify
3.6x – 3.6 = 10.8 Add 3.6 to both sides
3.6x – 3.6 + 3.6 = 10.8 + 3.6 Simplify
3.6x = 14.4 Divide both sides by 3.6
x=4 Answer

(S202) 26. [G3] a2x = 4x + a − 2

a2x – 4x = a – 2
x(a2 – 4) = a – 2
x(a – 2)(a + 2) = a – 2

(S204) 27. [G3] Paul can lay 15  3 = 45 square feet of tiles per hour and Andrew can
lay 20  4 = 80 square feet of tiles per hour.
Let x be the number of hours that Andrew worked after replacing Paul. So in
total, Paul laid 45(4.5 – x) square feet of tiles and Andrew laid 80x square
feet of tiles.
Now we can write a linear equation 45(4.5 – x) + 80x = 325. Solve it for x.
45(4.5 – x) + 80x = 325
202.5 – 45x + 80x = 325
35x = 122.5
x = 3.5
Therefore, Andrew laid 80  3.5 = 280 square feet of tiles.

Level L | 63
 Algebra 4

(S207) 28. [G3] Substituting for x from the first equation in the second one, we obtain
−3y + 4y = 9, which gives y = 9. Hence, b = y = 9.

(S208) 10
29. [G3] Multiplying both sides of the first equation by leads to the system
6
1
5 x + 10 y =
3
1
ax + 10 y =
3
Subtracting the first equation from the second one, the y-terms cancel each
other and we obtain
ax – 5x = 0, which yields x(a – 5) = 0.
Hence, the system will have more than one solution when a = 5.

(S232) 30. [G3] The condition of 2 being zero gives that a = −2 and only other zeros are
−5, −4 and −2. Hence, the product is 2  (−5)  (−4)  (−2) = −80.

Level L | 64
 Algebra 4

Chapter 5 Vectors

Section 1 Geometric Representation of Vectors

⎯⎯
→ ⎯⎯
→ ⎯⎯
→
(A127) 1. a) AC b) NA and CN
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
c) BA and CD d) DN and NB

(A128) 2. a. b.

u u

v+u
v v

(A129) 3.

v+u

v
u

(A130) 4. a. b.

u u
−v −v
u−v

Level L | 65
 Algebra 4

(A131) 5. a) 60°
b) 60°
⎯⎯
→ ⎯⎯
→ ⎯⎯
→
(A132) 6. a. BC = BA + AC = −u + v
b.
C
u+v
v M

A u B
⎯⎯
→ 1
AM = (u + v )
2
⎯⎯
→ 1 ⎯⎯→ 1
c. CM = CB = ( u − v )
2 2

⎯⎯
→ 1 ⎯⎯→
(X80) 7. a. EA = BA , since points E, A, and B are collinear.
5
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
BA = BC + CD + DA = c − b − a
⎯⎯
→ 1 ⎯⎯→ 1
Therefore, EA = BA = (c − b − a) .
5 5

⎯⎯
→ 4 ⎯⎯→
b. EB = AB ,
5
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
AB = AD + DC + CB = a + b − c
⎯⎯
→ 4 ⎯⎯→ 4
Therefore, EB = AB = (a + b − c) .
5 5
⎯⎯
→ ⎯⎯
→ ⎯⎯ → 4 1
c. CE = CB + BE = −c − (a + b − c) = (−4a − 4b − c)
5 5

Level L | 66
 Algebra 4

⎯⎯
→
(X81) 8. [G2] a. The position vector of point M is vector OM .
⎯⎯
→ ⎯⎯
→ ⎯⎯
→
OA + OB = 2 OM (diagonal of the parallelogram)
⎯⎯
→ 1 ⎯⎯→ ⎯⎯→ 1
OM = ( OA + OB) = (a + b)
2 2

⎯⎯
→ ⎯⎯
→ ⎯⎯ → 1 1
b. MB = MO + OB = − (a + b) + b = (b − a)
2 2

^
⎯⎯
→
(X82) 9. a. The position vector of point M is vector OM .
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→ 1 ⎯⎯→ 1
OM = OA + AM and AM = AB = (−p + q) .
5 5
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ 1 4 1
OM = OA + AM = p + (−p + q) = p + q .
5 5 5

b. MD = MB + BD (A, M, B, and D are collinear)

Similarly, AB = AM + MB.
Given also AM = BD, thus MD = AB.
⎯⎯
→ ⎯⎯
→
Since A, M, B, and D are collinear, then MD = AB = (−p + q) .

^
⎯⎯
→
(X83) 10. a. CB = a − b

⎯⎯
→ ⎯⎯
→ ⎯⎯
→ 5 ⎯⎯→ 1
b. XM = XC + CM = BC + a
6 2

5 1 5 1
= (b − a) + a = b − a
6 2 6 3

Level L | 67
 Algebra 4

Section 2 Algebraic Representation of Vectors

(A133) 11. The initial point of v is A(−2, −4).
The terminal point is (−2 + 0, −4 + 4) = (−2, 0).

⎯⎯
→  4 − 0  4
(A134) 12. PR =  = 
1 − 4   −3 
⎯⎯
→
PR = 42 + ( −3) = 25 = 5
2

⎯⎯
→
If PQ makes an angle  with the positive sense of the x-axis, then
−1 3
 = 180° + , where  is given by tan = = , so  = 30.
− 3 3
⎯⎯
→
Therefore, PQ makes an angle equal to 150 with the positive x-axis.

(A135) 13. a. The initial point of v is (0, 0). Then, the terminal point of v is (−1, 2).
The initial point of u is (−1, 2). Then, the terminal point of u is
(−1 + 3, 2 + (−1)) = (2, 1).

4 y

2 u
v x
−4 −2 0 2 4
−2

−4

 3   −1  3 − 1   2 
b. w = u + v =   +   =  = 
 −1  2   −1 + 2   1 
The terminal point of w is (2, 1) as the initial point of w is the origin.
4 y

2 u
v w x
−4 −2 0 2 4
−2

−4

Level L | 68
 Algebra 4

 3   −1  3 + 1   4 
(A136) 14. q = u − v =   −   =  = 
 −1  2   −1 − 2   −3 
4 y

2
x
−4 −2 0 2 4
−2 q

−4
The coordinates of the terminal point of q are (4, −3).

 −2   −6 
(A137) 15. r = 3v = 3   =  
 −1   −3 
y
r
x
−6 −3 0 3 6
−3
−6
The coordinates of the terminal point of r are (2 + (−6), 4 + (−3)) = (−4, 1).
(A138) 16. The angle that p makes with the positive sense of the x-axis is given by
3
( )
2
tan = , so  = 60. p = 12 + 3 = 4 = 2 .
1
 1 
1 1 1   2  1 3
A unit vector u in the direction of p is p =  = = i+ j
p 2 3  3  2 2 .
 
 2 

Level L | 69
 Algebra 4

(A139) 17. [T] a.

y
5
M
4
3
L
2
1
Q
x
0 1 2 3 4 5
⎯⎯
→  xL − xQ   2 − 2   0 
b. QL =  = =
 y − y   3 − 1   2 
 L Q 
⎯⎯
→
c. The magnitude of QL is equal to 0 2 + 2 2 = 2 . The magnitude of
⎯⎯
→
AB is
3  2 = 6.
⎯⎯
→ 0 ⎯⎯
→  0
AB =   or AB =   .
6  −6 
⎯⎯
→ 1 ⎯⎯→
(A140) 18. [T] FB = AB since points F, A, and B are collinear.
3
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
AB = AD + DC + CB = a + b − c
⎯⎯
→ 1 ⎯⎯→ 1
Therefore, FB = AB = (a + b − c) .
3 3
⎯⎯
→
(A141) 19. [T] The position vector of point K is vector OK .
⎯⎯
→ ⎯⎯
→ ⎯⎯
→
OA + OB = 2 OK (diagonal of the parallelogram)
⎯⎯
→ 1 ⎯⎯→ ⎯⎯→ 1
OK = ( OA + OB) = (c + d)
2 2
⎯⎯
→
(A142) 20. [T] a. The position vector of point P is vector OP .
⎯⎯→ 1 ⎯⎯→ 1
AP = AB = (n − m)
7 7
⎯⎯→ ⎯⎯→ ⎯⎯ → 1 6 1
OP = OA + AP = m + (n − m) = m + n
7 7 7
b. PQ = PB + BQ (A, P, B, and Q are collinear)
Similarly, AB = AP + PB.
Given that AP = BQ, PQ = AB.
⎯⎯
→ ⎯⎯
→
Since A, P, B, and Q are collinear, then PQ = AB = (n − m) .

Level L | 70
 Algebra 4

⎯⎯
→ ⎯⎯
→
(A143) 21. [T] a. i. BC = OE = n
⎯⎯
→
ii. AB = m + n
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
iii. OD = AC = AB + BC = m + n + n = m + 2n
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→ 1 1
b. KA = KC + CB + BA = m − n − (m + n ) = − m − 2n
2 2
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
c. KX = KC + CB + BX
C K D

X
B E
n
A m O
⎯⎯→ 3 ⎯⎯→ 3 3
BX = BE = (−2m) = − m
8 8 4
⎯⎯
→ ⎯⎯→ ⎯⎯ → ⎯⎯ → 1 3 1 1 ⎯⎯→
KX = KC + CB + BX = m + (−n) − m = − m − n = KA
2 4 4 2
Thus, A, X, and K are collinear.

⎯⎯
→
(A144) 22. [T] a. CA = n − m
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ 1 ⎯⎯→ 1 1 1 1 3
b. YF = YC + CF = AC + n = (m − n) + n = m + n
5 2 5 2 5 10

⎯⎯
→ 1 ⎯⎯→ 1 ⎯⎯→ 1
(A145) 23. [T] a. LB = CB = OA = n
2 2 2
⎯⎯
→ ⎯⎯
→ ⎯⎯ → 1 1
YL = YB + BL = m − n
5 2
⎯⎯
→ ⎯⎯
→ ⎯⎯ → 4
OY = OA + AY = n + m
5
⎯⎯
→ ⎯⎯
→ ⎯⎯ → ⎯⎯
→ 1 ⎯⎯
→ 5 ⎯⎯→ 5 4 5
b. OK = OY + YK = OY + OY = OY = (n + m ) = n + m
4 4 4 5 4
⎯⎯
→
c. YL = h 2 + 16h 2 = 272

17 h 2 = 272 , h = 4

Level L | 71
 Algebra 4

(X84) 24. [G2] a.

y
5
4
P
3
2
Q
1
R
x
0 1 2 3 4 5

⎯⎯
→  xQ − xR   4 − 4   0 
b. RQ =   =  = 
 yQ − y R   2 − 1  1 

⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
c. XY = 2 RQ or XY = −2 RQ , thus

⎯⎯
→ 0 ⎯⎯
→  0
XY =   or XY =   .
 2  −2 

⎯⎯
→ ⎯⎯
→
(X85) 25. a. BC = OE = b

⎯⎯
→
b. AB = a + b
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
c. OD = AC = AB + BC = a + b + b = a + 2b
⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
d. FA = FC + CB + BA
1 1
= a − b − (a + b) = − a − 2b
2 2

⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→
e. FX = FC + CB + BX
⎯⎯
→ 3 ⎯⎯→ 3 3
BX = BE = (−2a) = − a
8 8 4
⎯⎯
→ ⎯⎯
→ ⎯⎯ → ⎯⎯ → 1 3 1 1 ⎯⎯→
FX = FC + CB + BX = a + (−b) − a = − a − b = FA
2 4 4 2

Thus, A, X, and F are collinear.

Level L | 72
 Algebra 4

^
⎯⎯
→ 1 ⎯⎯→ 1 ⎯⎯→ 1
(X86) 26. a. AM = AB = OC = p
2 2 2
⎯⎯
→ ⎯⎯
→ ⎯⎯ → 1 1
MX = MB + BX = p − q
2 4
⎯⎯
→ 3
OX = p + q
4
⎯⎯
→ ⎯⎯
→ ⎯⎯
→
b. OF = OX + XF

FX BX 1
OF = OX + XF (O, X, and F are collinear), and = =
FO OA 4
(similar triangles ratio),

so FO = 4FX. By substitution, 4FX = OX + XF, 3FX = OX, thus

⎯⎯
→ 1 ⎯⎯→
XF = OX since O, F, and X are collinear.
3

⎯⎯
→ ⎯⎯
→ ⎯⎯
→ ⎯⎯
→ 1 ⎯⎯→ 4 ⎯⎯→
OF = OX + XF = OX + OX = OX
3 3

4 3 4
= (p + q) = p + q
3 4 3

c. ⎯⎯
→
MX = h 2 + 9h 2 = 250

10h 2 = 250 , h2 = 25, thus h = 5.

Level L | 73
 Algebra 4

Chapter 6 Arithmetic and Geometric Progressions

Section 1 Sequences

(A146) 1. b1 = 1 − 1 − 2 = −2
b2 = 4 − 2 − 2 = 0
b10 = 100 − 10 − 2 = 88

(A147) 2. V3 = 3V2 − 2V1 = 3 − 10 = −7

V4 = 3V3 − 2V2 = −21 − 2 = −23
V5 = 3V4 − 2V3 = −69 + 14 = −55
V6 = 3V5 − 2V4 = −165 + 46 = −119
V7 = 3V6 − 2V5 = −357 + 110 = −247
(A148) 3. a. The differences between consecutive terms of Q are given in the table
below.

Term −2 0 2 4 6 8
Difference 2 2 2 2 2
The differences are all equal to 2. Hence, the sequence is linear.

b. The sequence is linear, thus Qn = an + b for some constants a and b.

Since a = 2, Q1 = 2(1) + b = −2, giving b = −4.
Hence, Qn = 2n − 4.
(A149) 4. a.
−34 −26 −10 14 46 86 134 190
8 16 24 32 40 48 56
8 8 8 8 8 8

The second set of differences are all equal to 8. Hence, the sequence Q is
quadratic.

b. Since the sequence is quadratic, then Qn = an2 + bn + c for some constants

a, b, and c.
2a = 8 gives a = 4.
Since a = 4 and Q2 − Q1 = 2a(1) + a + b = 8, then b = −4.
Since Q1 = a + b + c = −34, then c = −34.
Thus, Qn = 4n2 − 4n − 34.

Level L | 74
 Algebra 4

(A150) 5. a.
21 32 39 36 17 −24 −93 −196 −339 −528
11 7 −3 −19 −41 −69 −103 −143 −189
−4 −10 −16 −22 −28 −34 −40 −46
−6 −6 −6 −6 −6 −6 −6

The third set of differences are all equal to −6. Hence, the sequence C is
cubic.

b. Since the sequence is cubic, then Cn = an3 + bn2 + cn + d for some

constants a, b, c, and d.
6a = −6 gives a = −1.
a = −1 and 12a + 2b = −4 give b = 4.
7a + 3b + c = 11, and a = −1, b = 4, give c = 6.
Since C1 = a + b + c + d = 21, then d = 12.
Thus, Cn = −n3 + 4n2 + 6n + 12.

25 25
(A151) 6. 12n = 12 n
n =1 n =1

25(25 + 1)
12  = 3,900
2
20 20 20
(A152) 7.  (4i 2 + 2i + 1) = 4 i 2 + 2 i + 20 1 = 4  2,870 + 2  210 + 20 = 11,920
i =1 i =1 i =1

Section 2 Arithmetic Progressions

(A153) 8. b5 = b1 + (5 − 1)d = 8 + 4(−2) = 0

b21 = b1 + (21 − 1)d = 8 + 20(−2) = −32

(A154) 9. n = 40, a1 = 6, a2 = 16, and d = 16 − 6 = 10.

n
S n = [2a1 + (n − 1)d ]
2
40
S 40 =  2(6) + (40 − 1)10 = 20[12 + 390] = 8,040
2

(A155) 10. an = 289, a1 = −5, a2 = 1, and d = 1 − (−5) = 6.

Using an = a1 + (n − 1)d, 289 = −5 + (n − 1)(6) gives n = 50.
50
Therefore, the sum is equal to S50 = [2(−5) + (50 − 1)6] = 25[−10 + 294] =
2
7,100.

Level L | 75
 Algebra 4

(A156) 11. a1 = 245, an = 1, and n = 62. Thus, the sum of the arithmetic progression is
62
equal to S62 = [245 + 1] = 31(246) = 7, 626 .
2

(A157) 12. a1 = 1,200, d = 120, a11 represents Sara’s monthly salary in 2000, and a21
represents Sara’s monthly salary in 2010.
a21 − a11 = (21 − 11)  120 = 10  120 = 1,200. Thus, the increase in Sara’s
monthly salary from 2000 to 2010 is $1,200.

n
(A158) 13.  (5k − 2) = (5(1) − 2) + (5(2) − 2) + (5(3) − 2) + ... + (5n − 2) =
k =1
= 3 + 8 + 13 + ... + (5n − 2)
This is the sum of the terms of an arithmetic progression with first term 3
and a common difference of 5. Therefore, it is equal to
n n
[2(3) + (n − 1)5] = ( 5n + 1) .
2 2
Using an = a1 + (n − 1)d , 503 = 3 + (n − 1)5 gives n = 101.
OR:
The general term of the given progression is 5n − 2. The equality 5n − 2 =
503 gives n = 101.
101
Hence, 3 + 8 + 13 + 18 + … + 503 = [3 + 503] = 25,553 .
2

(A159) 14. an = −12 + (n − 1)6 = 6n − 18 and bn = 5 + (n − 1)5 = 5n

Setting ak = bk and solving for k gives 6k − 18 = 5k, which simplifies to
k = 18.
The common value is b18 = 5  18 = 90 = a18.
(A160) 15. [T] a.
Pattern number 1 2 3 4 5
Number of black
3 5 7 9 11
circles
Number of all
3 6 10 15 21
circles
b. The first term of the sequence is 3 and the difference between any two
consecutive terms is 2: an = a1 + (n − 1)d .
an = 3 + (n − 1)2 = 1 + 2n
c. 1 + 2n = 201, n = 100

Level L | 76
 Algebra 4

1 3 1
d. By substitution: n = 1, then n + an 2 + bn = + a + b = 3 , thus
6 6
17
a+b = .
6
1 3 1 23
If n = 2, then n + an 2 + bn =  8 + 4a + 2b = 9 , thus 4a + 2b = .
6 6 3
11
Solving the linear system of equations yields a = 1 and b = .
6

(A161) 16. [T] a. i. first term = 4  1 − 1 = 3 and second term = 4  2 − 1 = 7.

ii. 304 = 4n − 1, 4n = 305, n = 76.25 is not an integer, therefore, 304
is not a term of this sequence.
b. i. This is an arithmetic sequence, thus, an = a1 + (n − 1)d.
an = 11 + (n – 1)6 = 6n + 5
ii. The first difference between consecutive terms is not the same: 5,
7, 9…, but the second difference is the same and equal to 2, therefore
the sequence is quadratic in the form:
an = an2 + bn + c.
a1 = −2 gives a + b + c = −2.
a2 = 3 gives 4a + 2b + c = 3.
a3 = 10 gives 9a + 3b + c = 10.
Solving the system of linear equations yields a = 1, b = 2, and c = −5.
The general rule is an = n2 + 2n − 5.
c. (11 * k) + 5 = 38, 11k = 33 , so k = 3.
The fourth term is (11 − 5)/3 = 2.
(X101) 17. a.

Pattern number 1 2 3 4 5

Number of black circles 4 8 12 16 20

Number of all circles 4 9 16 25 36

Level L | 77
 Algebra 4

b. The first term of the sequence is 4 and the difference between any
two consecutive terms is 4, thus an = a1 + (n − 1)d

an = 4 + (n − 1)4 = 4n

c. 4n = 400, n = 100

1 3 1
d. For n = 1, n + an 2 + bn = + a + b = 4 , thus 3a + 3b = 11
3 3
1 3 1
For n = 2, n + an 2 + bn =  8 + 4a + 2b = 13 , thus 12a + 6b = 31
3 3
3 13
Solving the linear system of equations gives a = and b = .
2 6
(X102) 18. a. i. first term = 7 and second term = 12
ii. 403 = 5n + 2, 5n = 401, n = 80.2 is not an integer, therefore, 403
is not a term of this sequence.

b. i. This is an arithmetic sequence, thus, an = a1 + (n − 1)d.

an = 10 + (n – 1)×3 = 3n + 7
ii. The first difference between the terms is not the same: 2, 4, 6…
but the second difference is the same equal to 2, therefore the
sequence is quadratic in the form an = an2 + bn + c.
2a = 2, so a = 1.
a1 = 3 so a + b + c = 3 with a = 1 gives b + c = 2
a2 = 5 so 4a + 2b + c = 5 with a = 1 gives 2b + c = 1.
Solving two equations two unknowns gives b = −1 and c = 3,
therefore the general rule is:
n2 − n + 3.

c. 80 / 4 = 20, 20 – 5 = 15, therefore k = 5. The fourth term = 4(80 + 5) = 340.

Level L | 78
 Algebra 4

Section 3 Geometric Progressions

1
( 2 ) = 12  2 = 1
2
(A162) 19. G3 = G1r 2 =
2
1
( 2 ) = 12  8 = 4
6
G7 = G1r 6 =
2
= ( 2 ) =  32 = 16
1 101
G11 = G1r 10
2 2

2 1− rn 
(A163) 20. Using n = 10, g1 = 1, and r = = 2 in S n = g1   gives
1  1− r 
 1 − 210  1 − 1, 024
S10 = 1 = = 1, 023 .
 1− 2  −1

5 x 10 x
(A164) 21. a. The common ratio is r = = = 2.
1 5x
We obtain 5x = 2, giving x = 2/5.
b. The common ratio 2 is greater than 1. Thus, the sum to infinity does not
converge.
(A165) 22. a. The ball travels 20 m before striking the floor for the first time.
It travels an additional distance of 0.2  20 = 4 m upwards and 4 m
downwards, a total of 8 m, before it strikes the floor for the second time.
The ball travels an additional 0.2  4 = 0.8 m upwards and 0.8 m
downwards, a total of 1.6 m, before it strikes the floor for the third time.
The ball travels a total of 20 + 8 + 1.6 + … + 8(0.2)4 =
 1 − 0.25 
20 + 8    30 m before it strikes the floor for the sixth time.
 1 − 0.2 
b. If the ball keeps bouncing forever, the total distance it would travel is
8
20 + 8 + 1.6 +… = 20 + = 30 m.
1 − 0.2
Therefore, the total distance cannot exceed 30 m.

Level L | 79
 Algebra 4

(A166)23. [T] a.
Day Number 1 2 3 4 5 6 7
Number of
text messages
2 4 8 16 32 64 128
sent on the
given day
b. The first term of the sequence is 2 and the common ratio is 2. By
substitution in the formula an = a1  r n −1 , we obtain an = 2  2n −1 = 2n .
c. i. The total number of text messages sent by the end of day 6 is
64 + 32 + 16 + 8 + 4 + 2 = 126.
27 − 2 = 126 , which is the same.
a1 (1 − r n )
ii. The sum of a geometric sequence is given by Sn = , so by
1− r
2(1 − 2n )
substitution, Sn = = 2n + 1 − 2 .
1− 2
iii. 2n+1 − 2 = 1,022 , 2n+1 = 1,024 , n + 1 = log 2 1,024 , n = 9.
So by the end of day 9, the total number of text messages sent is
1,022.
(X103) 24.

Day Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Day
1 2 3 4 5 6 7
Number

Number
of e-
mails 3 9 27 81 243 729 2187
sent
today

Level L | 80
 Algebra 4

b. The first term of the sequence is 3 and the common ratio is 3, therefore,
an = a1  r n −1 , an = 3  3n −1 = 3n .

c. The total number of e-mails sent by the end of day 4 is 81 + 27 + 9 + 3 =

120.
35 3
Also, − = 120 , so Rana is right.
2 2

a1 (1 − r n )
d. The sum of a geometric sequence is given by Sn = , so,
1− r
3(1 − 3n ) 3 3n +1 3
Sn = = (1 − 3n ) = − .
1− 3 −2 2 2

3n+1 3
e. − = 3279 , 3n+1 = 6561 , n + 1 = log 3 6561 , n = 7, therefore the answer
2 2
is Day Number 7.

^
(X104) 25. [G2]
Sequence
1st 2nd 3rd 4th 5th nth
term

X 5 10 20 40 80 5  2 n−1

Y 13 18 23 28 33 5n + 8

5 6 7 8 9 n+4
Z
3 4 5 6 7 n+2

W 2 4 8 14 22 n2 − n + 2

Level L | 81
 Algebra 4

Section 4 Geometric Progressions and Financing

n
 r 
(A167) 26. Substituting P = 12,000, r = 4, and n = 10 in An = P 1 +  gives
 100 
10
 4 
A10 = 12, 000 1 +  = 12, 000(1.04)  $17, 763 .
10

 100 
n
 r 
(A168) 27. Using P = 1,000, n = 20, and A20 = 3,000, An = P 1 +  becomes
 100 
20
 r 
3, 000 = 1, 000 1 +  .
 100 
20
 r 
Dividing both sides by 1,000 gives 1 +  = 3 . Taking the positive 20
th
 100 
root of both sides gives 1 +
r
100
( )
= 20 3, r = 100 20 3 − 1  5.65% .
n
 r 
(A169) 28. Substituting P = 12,000, n = 120, and r = 4/12 in An = P 1 +  gives
 100 
120
 4 /12 
A120 = 12, 000 1 +  .
 100 
A120 = 12, 000 (1 + 1 300 )  $17,890
120

100 P  
n
r 
(A170) 29. a. Using P = 2,000, n = n, and r = 5, Sn =  1 +  − 1 gives
r  100  
100  2, 000  
n
5 
Sn =  1 +  − 1 = 40, 000(1.05 − 1) , which is what we
n

5  100  
had to show.
b. S10 = 40,000(1.0510 − 1)  $25,155.79
(A171)
30. [T]
Sequence 1st term 2nd term 3rd term 4th term 5th term nth term
7 n
F 7 21 63 189 567 3
3
L 4 15 26 37 48 11n − 7
1 3 5 7 9 2n − 1
Y
4 5 6 7 8 n+3
U 4 7 12 19 28 n2 + 3

Level L | 82
 Algebra 4

decrease $500 − $340

(A172) 31. [T] a. percentage decrease = 100% = 100 = 32%
original $500
b. The new amount after 5 years is $6000 × (1 + 0.03)5 = $6,956.
(A173) 32. [T] a. 7x + 8x + 10x = 52,000, 25x = 52,000, x = 2,080
Ian receives 2,080 × 8 = $16,640.
16, 640
Percentage = 100 = 32%
52, 000
b. Garry receives 2,080 × 7 = $14,560.
c. Compound interest formula: A = P × (1 + r)t
15,000 = P × (1 + 0.045)6
P = $11,518
d. Ann’s share is 2,080 × 10 = $20,800. She will get
$20,800 ÷ 1.12 = 18,571 euros.
(A174) 33. [T] a. 6x + 4x = 200, 10x = 200, x = 20
The total cost of the fruits was 20 × 6 = $120.

b. The total cost of the vegetables was 20 × 4 = $80.

c. i. Compound interest formula: A = P (1 + r)t

A = $200 × (1 + 0.05)6 = $268
ii. Interest = $268 − $200 = $68
68
percentage =  100 = 34%
200

(A175) 34. [T] a. i. The ratio is 24 : 36 = 2 : 3.

5
ii. Remaining lemon candies =  24 = 20 candies.
6
5
Remaining cherry candies =  36 = 30 candies.
6
The ratio is 20 : 30 = 2 : 3.
iii. Remaining lemon candies = 20 − 2 = 18 candies.
Remaining cherry candies = 30 − 2 = 28 candies.
The ratio is 18 : 28 = 9 : 14.
$45, 000 − $22,500
b. i. The percent decrease in value is 100 = 50% .
$45, 000
ii. Let x be the original price.
88
x = $45, 000
100
x = $51,136

Level L | 83
 Algebra 4

c. Simple interest: I = Prt = $800 × (k/100) × 10 = $160

k=2
d. Compound interest: A = P (1 + r)t = $1440
$800(1 + h/100)10 = $1440
(1 + h/100)10 = 1.8
1 + h/100 = 1.0605
h = 6.05

Section 5 Exponential Functions

(A176) 35. a. The domain of y = 3x is the set of real numbers.

b. Calculating some values for y gives

x −3 −2 −1 0 1 2
y 1/27 1/9 1/3 1 3 9

y
10

2
x
−4 −2 2 4

c. The horizontal asymptote of the curve is the x-axis, y = 0.

Level L | 84
 Algebra 4

(A177) 36. a. The graph of y = 3x −1 is obtained by shifting the graph of y = 3x

horizontally
1 unit to the right.
y
10

2
x
−4 −2 2 4

b. The graph of y = 5 + 3x −1 is obtained by shifting the graph of y = 3x −1

vertically 5 units upwards.
y
10

2
x
−4 −2 2 4
(A178) 37. The population of Canada can be modeled by P ( t ) = P0 ( 2t /70 ) . If the year
2012 corresponds to t = 0, then the year 2222 corresponds to t = 210.
Thus, the population of Canada in 2222 is given by
P ( 210 ) = 35 ( 2210/70 ) = 35 ( 23 ) = 35  8 = 280 million.
A
(A179) 38. Substituting for Q(t), A for Q0, and 1,600 for t in Q(t ) = Q0e− rt , yields,
2
A
= Ae − r 1,600 .
2
Solving for r by dividing both sides by A, taking the natural logarithm of
1 1
both sides, and simplifying yields, r = − ln  0.000433 .
1, 600 2
− ( 0.000433)5,000
Thus, 1 = Q0 e yields, Q0 ≈ 8.715 grams.

Level L | 85
 Algebra 4

(A180) 39. a. Q0 = 500 mg and Q(1) = 410 mg, thus, Q(1) = 410 = 500e− r (1) = 500e− r .
Solving for r by taking the natural logarithm of both sides and simplifying
410
yields, r = − ln  0.198 .
500
1
Solving Q0 = Q0 e −0.198t for t: − ln 2 = −0.198t and so, t ≈ 3.5 weeks.
2
b. 30 days approximately equal 4.3 weeks. Q(4.3) = 500e−0.198 4.3  213 mg.

(S111) 40. The time is measured since 1995, which corresponds to t = 0. Therefore, the
value of k is 69.
^
(S112) 41. Let the number of years be x and the amount of capital be y.
Then the table shows that the growth of y from year to year is much faster
than that of x:
4.3 − 2.8 = 1.5, 6.8 − 4.3 = 2.5, 10.7 − 6.8 = 3.9. Therefore, the table
represents an exponential growth of the capital.
^
(S113) 42. Since the number of ants doubles every 3 weeks, its growth may be
described by an exponential model.
Therefore, the number of ants in the colony after t weeks is given by
t
5,000 × 2 3 .
^
(S114) 43. After one year, the number of students would be 3,700 + 3,700 × 0.0916 =
3,700(1 + 0.0916) = 3,700 × 1.0916. After 2 years, the number of students
would be (3,700 × 1.0916) × 1.0916 = 3,700(1.0916)2.
Therefore, the number of students in the school after t years since 2011
would be 3,700(1.0916)t.
^
(S115) 44. The height of the ball is halved after each bounce. Therefore, the height of
n
1
the ball h, in feet, after n bounces is f (n) = h   .
2
^
(S116) 45. Since Peter expects to lose 0.05 of his weight each month, his weight after
one month will be
110 × (1 – 0.05) = 110 × 0.95, his weight after 2 months will be
(110 × 0.95) × 0.95 =
110 × (0.95)2, and so on.
Therefore, Peter’s weight after t months will be 110(0.95)t.

Level L | 86
 Algebra 4

(S117) 46. Jenny uses the equation N = 800(1 + 0.08t) to estimate the number of
students, N, after t years. The number of students after 10 years will be
800 × (1 + 0.08 × 10) = 1,440.
Mark uses the equation N = 800(1.08)t to estimate the number of students,
N, after t years. The number of students after 10 years will be
800 × (1.08)10  1,727.
Therefore, Mark's estimate of the number of students after 10 years will be
287 students more than Jenny's estimate.

SAT

(S241) 47. [G3] 30% of $35 is 35  0.30 = 10.5, which is the amount spent on snack
10.5
bags. The number of bags is =7.
1.5

(S242) 48. [G3] Molina had to pay 32 + 10 = $42 in total excluding the coupon. This
amount is 60% of the original price of the bags, which means the original
100
price of 5 bags was 42  = 70 . Hence, the original price of each bag is
60
70  5 = $14.

(S235) 49. [G3] First, the equation of the function in a general form is f(x) = k(a)x. The
condition of y-intercept of 55 gives f(0) = k × 1 = 55. The condition of 5%
decrease gives that a = 1 – 0.05 = 0.95.
Hence, the function is f(x) = 55(0.95)x.

(S236) 50. [G3] To find the pre-deflated volume of air, t needs to be substituted by 0 as
0 seconds passed. Hence, V(0) = 5 + 70e0 = 75.

(S237) 51. [G3] First, the equation of the function in a general form is
f(x) = k(a)x. Then, using the condition,
f(0) = k × 1 = 0.75. The condition of function doubling gives a = 2.
Hence, the function is f(x) = 0.75(2)x.
(S240) 52. [G3] (a) A large number of years means that t tends to infinity. In this case,
(0.95)t tends to 0 so as the reselling price. This is the reason the
option (a) is not correct.
(b) The function shows that each year (when t increases by 1) reselling price
is 95% of the previous year price, which means it has 5% decrease in
price every year. This option is correct.
(c) Owing to 0.95 < 1, the function of the reselling price is decreasing. So
this option is not correct.

Level L | 87
 Algebra 4

(d) To get the original price we should substitute t = 0 in the equation of P.

P(0) = 48 which makes option (d) incorrect.
(S247) 53. [G3] With every 1 inch increase in the length of wires the number of jumpers
increases approximately by 2. Hence, the relationship is approximately
linear.

Level L | 88
 Algebra 4

IGCSE
(X1)
1. [G2] a. The number of students who play only tennis is 6 students.

b. The number of students who play basketball is 22 students.

c. The number of students in (C  (A  B)) is 9 students.

50
(X4)
2. [G2] a. The percentage decrease in price is  100 = 10%.
500

b. The value of his investment after 5 years is 7000 ( 1 + 0.03 ) = 8115

5

dollars.
c. Let x be the price of this item.
20
x+ x = 300  x = 250
100
The price of this item before the increase was 250 dollars.

dy
(X25)
3. [G2] = 3 x2 + 8 x
dx
The slope of the tangent at x = −2 is
dy
= 3 ( −2 ) + 8 ( −2 ) = 12 − 16 = −4.
2

dx x =−2
The coordinates of the point of tangency are (−2, 18).
The equation of the tangent at x = −2 is
y − 18 = −4(x + 2)
y = −4x + 10
b corresponds to x = 10 and thus, its value is −4(10) + 10 = −30.
(X27)
4. [G2] The stationary points of (C) corresponds to the roots of the derivative
of its equation.
dy
= 4 x 3 − 12 x
dx
( )
4 x 3 − 12 x = 0  4 x x 2 − 3 = 0  x = 0, x =  3

(
The stationary points are A ( 0, 2 ) , B − 3, −7 , and C) ( )
3, −7 .

Level L | 89
 Algebra 4

x
− − 3 0 3 +
y − 0 + 0 − 0 +
y

( )
A(0, 2) is a local maximum, B − 3, −7 is a local minimum and C ( )
3, −7 is a
local minumum.

Distance
(X31)
5. [G2] a) Speed =
Time
From 08:00 till 08:30, the train covered 60 km. Therefore, the train’s speed
60 km
during this interval of time is equal to = 120 km/hr.
1hour
30 min
60 min
b) During the journey, the train covered a distance of 240 km.
125
The journey lasted for 2 hours and 5 minutes, which is equal to hours.
60
Thus, the average speed of the train for the whole journey is
240 km
= 115.2 km/hr.
125
hours
60

(X32)
6. [G2] a) The distance the train traveled is the area of the trapezoid.
v  30 50  v  80  2
90 =  + =  = v
2  60 60  2  60  3
v = 135 km/hr
b) The average acceleration during the first 10 minutes is
1hr
km km 135 km  10 00 m  1350m
135 −0 hr 1 km 36 00 s
h h = 36 s
= = 0.0625 m/s 2 .
10min 60s 600 s
10 min 
1 min

Level L | 90
 Algebra 4

(X58)
7. [G2] a.

( 5.2 ) = 42 + 62 − 2 ( 4 )( 6 ) cos ABC

2

13
cos ABC = , so mABC  58.7.
25
b.
h = sin ADC  AD
Thus, h = (sin 58.7)(4)  3.4 cm.
Area of parallelogram ABCD = 6 ( 3.4 ) = 20.4 cm 2
58.7
 π ( 2 )  2.05cm 2 .
2
Area of sector PBQ =
360
Area of the shaded region is about 20.4 − 2.05 = 18.35 cm2 .
58.7
c. Perimeter = 4 + 4 + 6 + 2 + ( 2π )  18.05 cm .
180

Level L | 91
 Algebra 4

(X63)
8. [G2] a. The length of the arc is the circumference of the base of the cone,
thus it is equal to 2r or 2  4 = 8 cm.
x x πx
At the same time, the length of the arc is 2πR = 2π(12) = .
360 360 15
πx
So, we get the equation = 8π , then x = 120.
15

b. A = Asector − AAOB

Asector =  r 2 , Asector = 48 cm2.
360
1 1
AAOB = AO  OB  sin AOB =  12  12  sin120 = 36 3 cm 2 .
2 2

Therefore, A = 48 − 36 3  88.4 cm2.

Level L | 92
 Algebra 4

(X65)
( )
9. [G2] Total surface area is 4 9 3 = 36 3  62.4 cm2 .

(X72)
10. [G2] a. The volume of the cylinder is  r 2 h ,
180π = πr 2  5 , r 2 = 36 , thus r = 6 or r = −6 (rejected).

1 2
b. Volume of the cone = πr h
3
1
= π  36  10 = 120π cm3.
3
Total volume = Vcone + Vcylinder = 120π + 180π = 300π cm3.

V1
c. = k 3 , where k is the scale factor.
V2

8100
= k 3 , thus k = 3 .
300
r1 r
Therefore, = k , 1 = 3 , giving r1 = 18 cm.
r2 6

4 3 4
(X75)
11. [G2] a. Volume of the sphere = πr = π(4)3  268 cm3
3 3

b. The total volume of the water and the sphere is equal to 268 + 1000 = 1268
cm3.
Hence, πr 2 h = 1268 , so, π(52 )( h) = 1268 , π(25)( h) = 1268 , h  16 cm.

(X95)
12. [G2] The image of point (a, b) under a rotation of 90 clockwise about
the origin is (b, –a).

This gives the following:

The image of A(0, –1) under E is at (0, 2).

The image of (0, 2) under R is at (2, 0).

Level L | 93
 Algebra 4

The image of B(–1, 1) under E is at (2, –2).

The image of (2, –2) under R is at (–2, –2).

The image of C(2, –1) under E is at (–4, 2).

The image of (–4, 2) under R is at (2, 4).

y
6

2
B
x

−6 −4 −2 0 2 4 6

A C
−2

−4

−6

(X110)
13. [G2] a. Step 1 (0.25) P(result is not number 2) = 1 − P(result is 2) =
1 4
Step 2 (0.25) = 1 − =
5 5
1 1 1
b. Step 1 (0.25) P(1 and 1) =  =
5 5 25
c. Step 1 (0.25) The expected number of times that the number shown is 1 for 50
1
trials is equal to 50  = 10 times.
5
d. i) Step 1 (0.25 each column)

Level L | 94
 Algebra 4

Spinner B
1 1 2 2 3
Spinner A

1 2 2 3 3 4
2 3 3 4 4 5
3 4 4 5 5 6
3 4 4 5 5 6
3 4 4 5 5 6

ii) Step 1 (0.25) The total outcomes = 25, P(sum is greater than 4) = P(getting 5 or
6)
possible outcomes 10 2
Step 2 (0.25) = = =
total outcomes 25 5
3 3 3 2 54
e. Step 1 (0.25) P(getting number 2 on the fourth trial) =    =
5 5 5 5 625
^
(X113)
14. [G2] a) Step 1 (0.25 each).
1
Participates  
4
 3
Goes to school    3
4 Does not participate  
4

4
Participates  
5
1
Does not go to school  
4 1
Does not participate  
5
3 1 3
b) Step 1 (0.5).  =
4 4 16
3 1 1 4
c) Step 1 (0.5).  + 
4 4 4 5
3 1 31
Step 2 (0.5) = + =
16 5 80

Level L | 95
 Algebra 4

(X115)
15. [G2] a.
Time (t minutes) t≤6 t≤8 t ≤ 10 t ≤ 12 t ≤ 14 t ≤ 16
Cumulative
0 13 35 73 88 100
Frequency
b.

100
Cumulative Frequency

75

50

25

0 5 10 15 20
Time (minutes)

Level L | 96
 Algebra 4

(X120)
16. [G2] a. There is a strong positive correlation between the hours spent
studying and the grade point average of the students.
b. The line of best fit passes through point (2, 2) and has a slope equal
to 0.5.
The equation is y = 0.5x + b, by substituting (2, 2) in this equation
we get b = 1, thus the equation is y = 0.5x + 1.
c. The ordinate of the point on the line of the best fit corresponding to 4
is 3, thus, the grade point average of a student that studied for 4
hours is approximately 3.
^
3
1 1
(A181) 17. [T] a. i. P ( three wins ) =   =
 4  64
3
 3  37
ii. P ( at least one win ) = 1 −   =
 4  64
2
1 3 9
iii. P ( only two wins ) = 3     =
 4   4  64
4
 4  1 256
b. i. P =    = = 0.08192
 5  5 3125
n−1
4 1
ii. P =    
5 5

(A182) 18. [T] a. i. P = 0.4 × 0.4 × 0.6 = 0.096

ii. P = 0.6 + 0.4 × 0.6 + 0.096 = 0.936
b. (0.4)n − 1  (0.6)

(A183) 19. [T] The two cards can be either 1 and 1 or 2 and 2.
4 3 2 3 2 1
P(1 and 1 ) =  = , P(2 and 2) =  =
7 6 7 7 6 7
2 1 3
P(cards have the same number) = P(1 and 1 ) + P(2 and 2) = + = .
7 7 7
b. The two cards can be either 1 and 1 or 2 and 2.
4 1 4
P(1 from set A and 1 from set B) =  =
7 7 49
3 5 15
P(2 from set A and 2 from set B) =  =
7 7 49

Level L | 97
 Algebra 4

P(cards have the same number) = P(1 and 1) + P(2 and 2) =

4 15 19
+ = .
49 49 49
3 21 19
c. =  , therefore Julia has more chance to choose two cards with
7 49 49
the same number.
d. P(third card is numbered 2) = P(1 and 1 and 2) + P(1 and 2 and 2)
3  2  2 3  2 1 2  3 1 2
+ P(2 and 1 and 2) = + + = .
5 4 3 5 4 3 5 4 3 5
1 4
(A184) 20. [T] a. P(result is not number 5) = 1 − P(result is 5) = 1 − =
5 5
1 1 1
b. P(2 and 2) =  =
5 5 25
c. The expected number of times where the result is 1 for 50 trials is
1
equal to 50  = 10 times.
5
d. i.
Spinner B
1 1 2 2 3
1 2 2 3 3 4
2 3 3 4 4 5
Spinner A 3 4 4 5 5 6
4 5 5 6 6 7
5 6 6 7 7 8
ii. The total number of outcomes = 25
P(sum is greater than 6) = P(getting 7 or 8) =
possible outcomes 4
=
total outcomes 25
3 3 2 18
e. P(getting number 1 on the third trial) =   =
5 5 5 125

Level L | 98
 Algebra 4

x
(A185) 21. [T] a. i. P(choosing a red ball) = = 0.3 , thus x = 18.
60
ii. The expected number of times that she would get a red ball
= 100 × 0.3 = 30.
4 4 4 8
b. i. P(BBB) =   =
10 10 10 125
ii. P(BWP or BPW or PWB or PBW or WBP or WPB) = 6 × P(BWP)
4 1 5 3
= 6   =
10 10 10 25
c. P(number of red balls is more than number of blue balls)
= P(RRR or RRB or RBR or BRR)
6 5 4 6 5 2 6 2 5 2 6 5 25
=   +   +   +   =
8 7 6 8 7 6 8 7 6 8 7 6 28

(A186) 22. [T] a. The sum of all the probabilities is 1.

1 1
+ + x + x =1
3 6
1 1 1
+ 2x = 1, 2x = , x =
2 2 4
1 1 7
b. P(1 or 3) = + =
3 4 12
1 1 1
c. i. P(4 and 4) =  =
4 4 16
ii. P(sum is equal to 4) = P(1 and 3) + P(3 and 1) + P(2 and 2) =
1 1 1 1 1 1 7
 +  +  =
3 4 4 3 6 6 36
1
d. The expected number of times getting the number 3 is 100  = 25.
4

Level L | 99
 Algebra 4

Hat Coat
1
Blue  
3
1 1
Black   Black  
2 3
1
Brown  
3
1
Blue  
3
1 1
Gray   Black  
2 3
1
Brown  
(A187) 23. [T] 3
1 1 1
b.  =
2 3 6
1 1 1 1 2 1
c.  +  = =
2 3 2 3 6 3

Level L | 100
 Algebra 4

(A188) 4/7 Walks

24. [T]
Bus
1/4 is late
3/7 Doesn’t
walk

1/8 Walks
3/4
Bus is
not late
7/8 Doesn’t
walk

1 3 3
b. P(bus is late and Mr. Jayson doesn’t walk to the office) =  =
4 7 28
1 4 1
c. P(bus is late and walks to the office) =  =
4 7 7
3 1 3
P(bus is not late and walks to the office) =  =
4 8 32
P(walks to the office) = P(bus is late and walks to the office) + P(bus is
1 3 53
not late and walks to the office) = + =
7 32 224

(A189) 25. [T] a.

1/2 Cat

Dog
1/5
1/2 No cat

3/4 Cat
4/5
No dog
1/4 No cat
1 1 1
b. P(A student owns a dog and a cat) =  =
5 2 10
c. i. P(A student doesn’t own a cat) = P(A student owns a dog and
doesn’t own a cat) + P(A student doesn’t own a dog and doesn’t
own a cat)
1 1 4 1 3
=  +  =
5 2 5 4 10

Level L | 101
 Algebra 4

ii. The expected number of students who do not own a cat in a group
3
of 30 students = 30  = 9 .
10
d. P(The number of students who own a dog is at least one out of 5
students)
= 1 − P(there are no students owning a dog out of 5)
4 4 4 4 4 45 3125 − 1024 2101
= 1 −       = 1 − = =
5 5 5 5 5 55 3125 3125

(A190) 26. [T] a. Frequency = Frequency density × Class width

The frequency of each class is equal to the area of the rectangular bar
of the class. Thus, for 50 < p ≤ 60: f = 10 × 5 = 50. The other
frequencies are computed similarly.
Score, in points Frequency
0 < p ≤ 30 15
30 < p ≤ 50 30
50 < p ≤ 60 50
60 < p ≤ 70 40
70 < p ≤ 80 10
80 < p ≤ 90 15
b.
Score, in points Frequency fi Mid value xi xi fi
0 < p ≤ 30 15 15 225
30 < p ≤ 50 30 40 1,200
50 < p ≤ 60 50 55 2,750
60 < p ≤ 70 40 65 2,600
70 < p ≤ 80 10 75 750
80 < p ≤ 90 15 85 1,275
 f i xi 8800
The mean score is equal to = = 55 points.
 fi 160

Level L | 102
 Algebra 4

(A191) 27. [T] a. i. Mid-intervals (xi) are given in the table below.
Weight (kg) 40  x ≤ 50 50  x ≤ 60 60  x ≤ 70 70  x ≤ 80
Frequency (fi) 22 25 30 23
Mid-interval (xi) 45 55 65 75

Mean =
fx i i
=
6, 040
= 60.40
f i 100

ii. The frequency density table is given below.

Weight (kg) 40  x ≤ 50 50  x ≤ 60 60  x ≤ 70 70  x ≤ 80
Frequency 22 25 30 23
Frequency
2.2 2.5 3 2.3
density
Frequency Density

3
6
2

40 50 60 70 80
Weight in kg
b. i.
Age 15 ≤ x < 25 25 ≤ x < 35 35 ≤ x < 45 45 ≤ x < 55
Frequency 40 20 22 18
Cumulative
40 60 82 100
frequency
Age Distribution
Cumulative frequency

100
80
60
40

20
0
15 25 35 45 55
Age, in years
ii. 30% of 100 = 30

Level L | 103
 Algebra 4

Age Distribution

Cumulative frequency
100
80
60
40

20
0
15 25 35 45 55
Age, in years
The 30th ordinate corresponds to the abscissa of 22, so the 30th percentile
is 22.
iii. Using the cumulative frequency curve, the abscissa 25 corresponds to the
ordinate 40. Thus, 40 people are 25 years old or younger.
100 − 40 = 60 people are older than 25 years.

(A192) 28. [T] a. i.

Distribution of Money Raised
200
Cumulative frequency

160
150

100

50

0
0 50 100 150 200
Money raised by students, in $
The median is the 100th item as 50% of the total frequency is
0.5 × 200 = 100. Therefore, the median is the abscissa of the point
that lies on the cumulative frequency curve and corresponds to the
ordinate 100. This abscissa is approximately equal to 85.
The median is therefore about 85.
The lower quartile is the 50th item as 25% of the total frequency is
0.25 × 200 = 50.
Hence, the lower quartile is the abscissa of the point that lies on the
cumulative frequency curve and corresponds to the ordinate 50. Its
value is approximately equal to 70.
Thus, Q1 = 70.

Level L | 104
 Algebra 4

The upper quartile is the 150th item as 75% of the total frequency is
0.75 × 200 = 150. Therefore, the upper quartile is the abscissa of the
point that lies on the cumulative frequency curve and corresponds to
the ordinate 150. This abscissa is approximately equal to 100. Thus,
Q3 = 100.
IQR = 100 − 70 = 30
The 80th percentile is the 160th item as 80% of the total frequency is
0.80 × 200 = 160.
Thus, the 80th percentile is the abscissa of the point that lies on the
cumulative frequency curve and corresponds to the ordinate 160. Its
value is approximately equal to 105 tickets.
ii.
Distribution of Money Raised
200
Cumulative frequency

150

100

50
30
0
0 50 100 150 200
Money raised by students, in $
Using the graph, the abscissa 50 tickets corresponds to the ordinate 30.
Therefore, 200 − 30 = 170 students raised more than $50.
b. i. The mid-intervals are given in the table below.
Area (m2) 10  x ≤ 12  x ≤ 14  x ≤ 16  x ≤ 18  x ≤
12 14 16 18 20
Frequency 2 11 5 5 2
Mid-intervals 11 13 15 17 19

Mean =
fx i i
=
2 11 + 1113 + 5  15 + 5 17 + 2 19
= 14.52
f i 25

Level L | 105
 Algebra 4

ii. Frequency density = Frequency / length of interval

Area (m2) 10  x ≤ 12  x ≤ 14 14  x ≤ 16 16  x ≤ 18 18  x ≤ 20
12
Frequency 2 11 5 5 2
Frequency
1 5.5 2.5 2.5 1
density
Frequency Density

7
6
5
4
3
2
1
10 12 14 16 18 20
Area

(A193) 29. [T] a. i. Since 40 is the largest of the frequencies, then the modal time
interval is
34 ≤ t  36.
ii. The 50th student is in the third interval, therefore, the median time
lies in the interval 34 ≤ t  36.
iii.
Time (t 30 ≤ 32 ≤ 34 ≤ 36 ≤ 38 ≤
minutes) t  32 t < 34 t  36 t  38 t  40
Frequency
15 20 40 15 10
( f i)
Mid -
31 33 35 37 39
interval (xi)

Mean =
fx i i
=
3470
= 34.7
f i 100

b. i.
t
Time (t t≤ t≤ t≤ t≤ t≤
≤
minutes) 32 34 36 38 40
30
Cumulative
0 15 35 75 90 100
Frequency

Level L | 106
 Algebra 4

ii.

100

Cumulative Frequency
75

50

25

0 10 20 30 40
Time (minutes)
iii. The median corresponds to the 50th student. Using the cumulative curve, the
median time is approximately 34.

100
Cumulative Frequency

75

50

25

0 10 20 30 40
Time (minutes)

iv. IQR = Q3 − Q1
100
Cumulative Frequency

75

50

25

0 10 20 30 40
Time (minutes)

Using the cumulative frequency curve, Q3 corresponds to the 75th student,

thus Q3 = 36.
Similarly, Q1 corresponds to the 25th student, thus Q1 = 32.5.
IQR = 36 − 32.5 = 3.5

Level L | 107
 Algebra 4

v.
100

Cumulative Frequency
75

50

25

0 10 20 30 40
Time (minutes)

The ordinate of the point of the cumulative frequency curve corresponding to

the abscissa 37 is 82.
Therefore, it took 82% of the students less than 37 minutes to complete the
quiz. Thus, it took 18% of the students more than 37 minutes to complete the
quiz.

(A194) 30. [T] a.

Height, in cm 10  h ≤ 20  h ≤ 30  h ≤ 40  h ≤ 50  h ≤
20 30 40 50 60
Frequency (fi) 20 106 135 110 29
Mid-interval
15 25 35 45 55
(hi)

Mean =
fh i i
=
14, 220
= 35.55
f i 400

b.
Height, in cm h ≤ 20 h ≤ 30 h ≤ 40 h ≤ 50 h ≤ 60
Cumulative
20 126 261 371 400
Frequency

Level L | 108
 Algebra 4

c. i. The cumulative frequency curve passes through (20, 20), (30, 126),
(40, 261), (50, 371), and (60, 400).
400

Cumulative Frequency
300

200

100

0 10 20 30 40 50 60
Height, cm

ii. 50% of 400 = 200. Using the curve, the median height is approximately 35.
400
Cumulative Frequency

300

200

100

0 10 20 30 40 50 60
Height, cm

iii. 25% of 400 = 100. Using the curve, Q1 = 27.5.

75% of 400 = 300. Using the curve, Q3 = 42.5.
IQR = Q3 − Q1 = 42.5 − 27.5 = 15
iv. The 40th percentile is 40% of 400 = 160th ordinate. This ordinate corresponds
to the height of 32.5.
400
Cumulative Frequency

300

200

100

0 10 20 30 40 50 60
Height, cm

Level L | 109
 Algebra 4

(A195) 31. [T] a. Mean =

fxi i
=
5(0) + 7(1) + 8(2) + 5(3) + 3(4) + 2(5)
=2
f i 5+ 7 +8+5+3+ 2
The median corresponds to 50% of the total, thus 50% of 30 = 15.
The cumulative frequency table is given below.
Number of hours 0 1 2 3 4 5
Frequency 5 7 8 5 3 2
Cumulative frequency 5 12 20 25 28 30
The 15th student is in the third column, thus 2 is the median number
of hours.
The mode is 2 since it has the highest frequency.
Range = Highest number of hours − Lowest number of hours = 5 − 0
=5

b. Mean =
fx i i
=
10  25 + x  45 + 21 60
= 58
f i 10 + x + 12
1,510 + 45 x
= 58
22 + x
1,510 + 45x = 58x + 1,276
13x = 234
x = 18

(A196) 32. [T] a. The median is the 80th item as 50% of the total frequency is 0.5 × 160
= 80.
Therefore, the median is the abscissa of the point that lies on the
cumulative frequency curve and corresponds to the ordinate 80. This
abscissa is approximately equal to 78. The median is therefore 78
dollars.
b. The lower quartile is the 40th item as 25% of the total frequency is
0.25 × 160 = 40.
Hence, the lower quartile, Q1, is the abscissa of the point that lies on
the cumulative frequency curve and corresponds to the ordinate 40. Its
value is approximately equal to 60 dollars.
c. The upper quartile is the 120th item as 75% of the total frequency is
0.75 × 160 = 120. Therefore, the upper quartile, Q3, is the abscissa of
the point that lies on the cumulative frequency curve and corresponds
to the ordinate 120.
Its value is approximately equal to 122.
IQR = Q3 − Q1 = 122 − 60 = 62

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 Algebra 4

d. The 60th percentile is the 96th item as 60% of the total frequency is
0.60 × 160 = 96.
Thus, the 60th percentile is the abscissa of the point that lies on the cumulative
frequency curve and corresponds to the ordinate 96. Its value is approximately
equal to 90 dollars.

Level L | 111
 Algebra 4

(A197) 33. [T] a. i. There is a strong negative correlation between the number of lessons
missed and the grade point average.
ii.

iii. The line of best fit passes through the point (40, 10). Hence, the
grade point average of a student who missed 40 lessons is about
10.
b. The mode is the grade B since it has the highest frequency.
The median grade is the grade of the 10th student.
Using the cumulative frequency table below, the 10th student got a
grade of B. Therefore, B is the median grade.
Grades A B C D
Frequency 5 7 6 2
Cumulative
5 12 18 20
frequency
c. i.
Mid
Score, in Frequency
value xi fi
points fi
xi
0 < p ≤ 30 15 15 225
30 < p ≤
30 40 1,200
50
50 < p ≤
50 55 2,750
60
60 < p ≤
40 65 2,600
70
70 < p ≤
10 75 750
80
80 < p ≤
15 85 1,275
90
 f i xi 8800
The mean score is equal to = = 55 points.
 fi 160

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 Algebra 4

ii.
Score, in Frequency
Frequency
points density
0 < p ≤ 30 15 0.5
30 < p ≤
30 1.5
50
50 < p ≤
50 5
60
60 < p ≤
40 4
70
70 < p ≤
10 1
80
80 < p ≤
15 1.5
90

Score Distribution
Frequency density

5
4
3
2
1
0
10 10 20 30 40 50 60 70 80 90
Score

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