Course Title: Algebra 2 Part 1

Unit 3 Application Problems

Directions
At the end of each module you will have application problems that will help you apply the skills taught throughout
the module. You will only submit your work to these application problems in module 15.

Be sure to save this document where you know how and where to find it. This template is a place for you to show
your work and present your solutions. Make sure your work is clear and you show all of your steps that you took to
solve the application problem.

You CAN do your work on paper, take an image of your work, and paste that image onto this template.

Module 11 Application Problem #1

To complete this step, you will want to choose a coordinate pair denoting the location of
your treasure on the coordinate graph. You must limit your graph to be contained within a
domain and range of negative ten and positive ten.

Coordinate pair for starting point

(-5,-5)

Coordinate pair for ending point

(5,5)
 Course Title: Algebra 2 Part 1
Unit 3 Application Problems

Module 11 Application Problem #2

To complete this step, you will want to decide the document type that you would like to use
to create your clues and answer keys. We have provided a template, but you are not
required to use it. Because we are working with math equations you will want to choose a
program that will allow you to write or draw math equations and show your work. Some
programs that allow for this are Word (which has both a math equation editor and a draw
option), Google Docs with Google Draw (this combination allows you to use Google Docs and
put in equations created in Google Draw), and Powerpoint. These are not all the options but
just a few, so use one that you are most comfortable with. We have provided you with a
Powerpoint option, but you are welcome to use any software that you may be more
comfortable using.

If you are using this template, it is not necessary to

do any other documentation. You will only need
to submit this form filled out to completion.
 Course Title: Algebra 2 Part 1
Module12 Application Problems

Module 12 Application Problem #3

Include in your route a quadratic and square root equation. You do not have to have
these in both routes, nor do you have to use them in the same route. Between the two
routes, you need to have 1 quadratic equation and 1 square root equation.

Quadratic Equation: 1/2x^2+x-5

Domain: {-5<=x<=0} Range: {-6.25<=y<-5}

Square Root Equation: √3x - 5

Domain: {0<=x<=5} Range: {-5<=y<=-1}

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 Course Title: Algebra 2 Part 1
Module 12 Application Problems

Module12 Application Problem #4

Include in your route a cubic and cube root equation. You do not have to have these in
both routes, nor do you have to use them in the same route. Between the two routes,
you need to have 1 cubic equation and 1 cube root equation.

Cube Root Equation: -cubed√x+6 - 4

Domain: {-5<=x<=2} Range: {-6<=y<=-5}

Cubic Equation: y=2x^3+x-24

{2<=x<=3} {y<=7}

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 Course Title: Algebra 2 Part 1
Module 13 Application Problems

Module13 Application Problem #5

Include in your route a logarithmic equation. You do not have to have this in both
routes, just one.

Logarithmic Equation: y=2log_10(x-5)+3

Domain: {-infinity<x<=7} Range: {-1.127<=y<infinity}

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 Course Title: Algebra 2 Part 1
Module 13 Application Problems

Module13 Application Problem #6

Include in your route an exponential equation. You do not have to have this in both
routes, just one.

Exponential Equation: y=-2^(x-2.68)+10

Domain: {2<=x<=5} Range: {-6<=y<=7}

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 Course Title: Algebra 2 Part 1
Module 14 Application Problems

Module 14 Application Problem #7 & #8

At each point of intersection on the graph, label the coordinate pair as a clue along
with A or B depending on the route and a number. See the example image for
additional clarification.

For each clue, you should provide two equations (the two equations that are
intersecting at the point of the clue). This provides a system of equations. The answer
key must show your work solving the system of equations with the answer coming out
to the coordinate pair that denotes the point of your clue.

There are tables provided below.

You will use a table for each clue.
Several tables have been included,
if you need more simply duplicate
the slide of empty tables until you
have the amount of tables you
need.

Example Show your Work

Equation -.4/.5(x)=log –5x
-.4/.5 x -.8x=log –5x
10^.8x=10^(log –5x)
Equation
Log -5x 6.3095^x=-5x
X=-.5428
Clue 1A
(-.5, .4) -.4/.5(-.5428)= .4342
(-.5,.4)

Show your Work

Equation 1/2x^2 + x - 5=√3x - 5
1/2x^2+x-5 1/2x^2+x=√3x
3/2x^3+3x^2-3x=0
Equation
√3x -5 x=0
½(0)^2 + (0) - 5 = √3(0) - 5
Clue A1
(0,-5) (0,-5)
 Course Title: Algebra 2 Part 1
Module 14 Application Problems

Module 14 Application Problem #7 & #8

Show your Work

Equation √3x-5=2log(x-5)+3
√3x - 5 √3x/2-2.5=log(x-5)+3
√3x/2-5.5=log(x-5)
Equation
2log(x-5)+3 10^(√3x/2 - 5.5) = x-5
x=5
Clue A2
(5,-1.15) √3(5)-5
√15-5=-1.15

Show your Work

Equation 2log_10(x-5)+3=-0.7x+8.5
2log(x-5)+3 log_10(x-5)+3=-0.35x+4.25
log_10(x-5)=-0.35x+1.25
Equation
-0.7x+8.5 x^(-0.35x+1.25)=x-5
x=7
Clue A3
(7,3.6) 2log_10(7-5)+3
y=3.6

Show your Work

Equation -0.7x+8.5=-2^(x-2.68)+10
-0.7x+8.5 -0.7x-1.5=2^(x-2.68)
0.7x-1.5=2^(x-2.68)
Equation
-2^(x-2.68)+10 x=5
-0.7(5)+8.5=5
Clue Treasure
(5,5)
 Course Title: Algebra 2 Part 1
Module 14 Application Problems

Module 14 Application Problem #7 & #8

Show your Work

Equation -^3√(x+6)-4=2x^3+x-24
-^3√(x+6)-4 -^3√(x+6)-4=2x^3+x-20
-x+6=2x^6+36x^5+217x^4+470x^3+
Equation
2x^3+x-24 468x^2+2376x+4320
0=2x^7+36x^5+217x^4+470x^3+468
Clue B1
(2,-6) x^2+2377x+4320
x=2
-^3√(2+6)-4=-6

Show your Work

Equation 2x^3+x-24=-6x+21.5
2x^3+x-24 2x^3+7x-45.5=0
x=2.42
Equation
-6x+21.5 -6(2.42)+21.5=7

Clue B2
(2.42,7)

Show your Work

Equation -6x+21.5=-2^(x-2.68)+10
-6x+21.5 -6x+11.5=-2^(x-2.68)
x=2
Equation
-2^(x-2.68)+10 -6(2)+21.5=9.5

Clue B3
(2,9.5)
 Course Title: Algebra 2 Part 1
Application Problem Reflection

Idea Design and Refinement

Share how you met the following criteria as you worked to complete these application problems.
1. The student asks thoughtful questions which identify constraints, key benefits, desired
functions, and essential features of the desired system. They clearly define the system and how
the different parts of the system should interact.
2. The student searches for new ideas and different ways to meet the requirements. They seek
many different viewpoints and interpretations to clarify their assumptions. They creatively
design an innovative product or model of the system.
3. The student seeks for feedback about the design. They search for changes that will improve the
system. They effectively manage their time to get the work completed.
4. The student continuously and effectively refines their ideas and tests assumptions. They
actively integrate feedback to improve the design. The end product or model exceeds the
system requirements.

In the space provided below be sure to reflect on each of the 4 criteria

listed. Additional slides can be used for additional space.

1. During this project, I made sure to incorporate equations that wouldn’t be

too large so it would fit in the boundaries. For example, this had me asking
what I would need to make the domain and range for each equation, while
also having the key features of each function.
2. During this project, I had to think before I actually proceeded with typing
out functions., I had to find a way to start from one point and end at
another for two different routes. To succeed at this goal, I made sure to
think of the direction of each function questioning if I had to change some
values, horizontal shift, vertical shifts, or even reflections. This had me
seeking new ideas and viewpoints as I found myself refining my functions
often.
3. I managed my time during this project, allotting maybe 10-15 minutes per
application question, but spending the most time at the end with the clues
and answer key. I also sought feedback from a friend that had also done
this project.
4. Many of the times during this project, a struggle for me was connecting
each of the points to form one cohesive route. This had me refining many
domains and ranges up to the hundredth-thousands place for decimals.
Some feedback I took into consideration from my friend was to make sure
my functions were very inside the boundaries so I had room for turns and
curves for my other functions.