Scouting for Prizes!

2.3

Modeling Linear Inequalities

LEARNING GOALS
In this lesson, you will:

KEY TERM
t
solve an inequality

t
Write and solve inequalities.

t
Analyze a graph on a coordinate plane to
solve problems involving inequalities.

t
Interpret how a negative rate affects how to

solve an inequality.

2012 Carnegie Learning

couting began in 1907 by a Lieutenant General in the British Army, Robert BadenPowell, as a way to teach young men and women about different outdoor activities
and survival techniques. While he was a military officer, Baden-Powell taught his
soldiers how to survive in the wilderness and spent much time on scouting missions
in enemy territory. He became a national hero during this time which helped fuel the
sales of a book he had written, Aids to Scouting. When he returned home many people
wanted him to rewrite his book for boys. While his rewritten book, Scouting for Boys,
contained many of the same ideas about outdoor living, he left out the military aspects
of his first book. Boys immediately began forming their own Scout patrols and wrote
to Baden-Powell asking for his assistance. The Scouting movement has been growing
and changing ever since.
Do you think wilderness survival skills are necessary today? If yes, why do you think
we still need these skills? If no, why do you think people still learn them if they are
unnecessary?

101

PROBLEM 1

Popcorn Pays Off

Alans camping troop is selling popcorn to earn money for an upcoming camping trip.
Eachcamper starts with a credit of $25 toward his sales, and each box of popcorn
sells for $3.75.
Alan can also earn bonus prizes depending on how much popcorn he sells. The table shows
the different prizes for each of the different sales levels. Each troop member can choose any
one of the prizes at or below the sales level.
Sales
(dollars)

Gift Cards
(2 of each value)

$250

$10

$350

$15

$450

$20

$600

Cyclone Sprayer

$650

$30

$850

$40

$1100

$55

$1300

$75

$1500

102

Choose your prize!

$1800

$110

$2300

$150

$2500

Chapter 2 Graphs, Equations, and Inequalities

Bonus Prizes

6% toward college
scholarship

2012 Carnegie Learning

1. Write a function, f(b), to show Alans total sales as a function of the number of
boxes of popcorn he sells.

2. Analyze the function you wrote.

a. Identify the independent and dependent quantities and their units.

b. What is the rate of change and what does it represent in this problem situation?

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c. What is the y-intercept and what does it represent in this problem situation?

How did you

represent the
$25 credit in
your function?

2.3 Modeling Linear Inequalities

103

Now, lets analyze your function represented on a graph.

The graph shown represents the change in the total sales as a function of
boxessold. The oval and box represent the total sales at specific intervals.
y

f(b) 5 3.75b 1 25

2050

Total Sales ($)

1825
1600

(420, 1600)

1375
1150
925
700
475
250
0

60

120
240
360
480
Number of Boxes Sold

120 180 240 300 360 420 480 540 600

Number of Boxes Sold

The box
represents all
the numbers of boxes
sold, b, that would earn
Alan $1600 or less.
When f (b) 1600 then
b 420.
0

60 120 180 240 300 360 420 480 540 600

Number of Boxes Sold

The oval
represents all
the numbers of boxes
sold, b, that would earn
Alan more than $1600.
When f (b) > 1600,
then b > 420.

104

60

120 180 240 300 360 420 480 540 600

Number of Boxes Sold

Chapter 2 Graphs, Equations, and Inequalities

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The point
at (420, 1600)
means that at 420 boxes
sold, the total sales is equal to
$1600. This is represented on the
number line as a closed point at
420. When f (b) = 1600,
then b = 420.

3. Explain the difference between the open and closed circles on the number lines.

2
4. Use the graph to answer each question. Write an equation or inequality
statement for each.
a. How many boxes would Alan have to sell to earn at least $925?

b. How many boxes would Alan have to sell to earn less than $2050?

c. How many boxes would Alan have to sell to earn exactly $700?

2012 Carnegie Learning

How ds
determining the
intersection point help
you determine your
answers?

2.3 Modeling Linear Inequalities

105

PROBLEM 2

Whats Your StrategyYour Algebraic Strategy?

Another way to determine the solution set of an inequality is to solve it algebraically.

Tosolve an inequality means to determine the values of the variable that make the
inequality true. The objective when solving an inequality is similar to the objective when
solving an equation: You want to isolate the variable on one side of the inequality symbol.

In order to earn two $55 gift cards, Alans total sales, f(b), needs to be at least
$1100. You can set up an inequality and solve it to determine the number of
boxes Alan needs to sell.
f(b) $ 1100
3.75b 1 25 $ 1100
Solve the inequality in the same way you would solve an equation.
3.75b 1 25 $ 1100
3.75b 1 25 2 25 $ 1100 2 25
3.75b $ 1075
3.75b $ _____
1075
______

3.75
3.75
b $ 286.66 . . .

Alan needs to sell at least 287 boxes of popcorn to earn two $55 gift cards.

2. Write and solve an inequality for each. Show your work.

a. What is the greatest number of boxes Alan could sell and still not have enough to
earn the Cyclone Sprayer?

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1. Why was the answer rounded to 287?

b. At least how many boxes would Alan have to sell to be able to choose his own prize?

2
PROBLEM 3

Reversing the Sign

Alans camping troop hikes down from their campsite at an elevation of 4800 feet
to the bottom of the mountain. They hike down at a rate of 20 feet per minute.
1. Write a function, h(m), to show the troops elevation as a function of time in minutes.

2. Analyze the function.

a. Identify the independent and dependent quantities and their units.

b. Identify the rate of change and explain what it means in terms of this
problem situation.

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c. Identify the y-intercept and explain what it means in terms of this problem situation.

d. What is the x-intercept and explain what it means in terms of this problem situation?

2.3 Modeling Linear Inequalities

107

3. Label the function on the coordinate plane.

y

Campsite Elevation (feet)

4500

4000
3500
3000
2500
2000
1500
1000
500
0

60

120
180
240
Time (minutes)

4. Use the graph to determine how many minutes passed if the troop is below 3200 feet.
Draw an oval on the graph to represent this part of the function and write the
corresponding inequality statement.

6. Compare and contrast your solution sets using the graph and the function.
What do you notice?

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5. Write and solve an inequality to verify the solution set you interpreted from the graph.

7. Complete the table by writing the corresponding inequality statement that represents
the number of minutes for each height.
h(m)

h(m) . 3200

h(m) $ 3200
h(m) 5 3200
h(m) , 3200
h(m) # 3200

a. Compare each row in the table shown. What do you notice about the inequality signs?

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b. Explain your answer from part (a). Use what you know about solving inequalities
when you have to multiply or divide by a negative number.

2.3 Modeling Linear Inequalities

109

Talk the Talk

1. Explain the differences when you solved inequalities involving the function
f(b) 5 3.75b 1 25 and the function h(m) 5 220m 1 4800.

2. Solve each inequality and then graph the solution on the number line.
2
a. 2__x $ 7
3

c. 2 (x 1 6) , 10

Be prepared to share your solutions and methods.

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Chapter 2 Graphs, Equations, and Inequalities

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b. 32 . 23 2 x

Were Shipping Out!

2.4

Solving and Graphing

Compound Inequalities
LEARNING GOALS
In this lesson, you will:

t
Write simple and compound inequalities.

t
Graph compound inequalities.
t
Solve compound inequalities.

KEY TERMS
t
compound inequality
t
solution of a compound inequality
t
conjunction
t
disjunction

2012 Carnegie Learning

ow many different ways do you think water exists? You may instantly think of
water in a liquid state like you see in raindrops, or in lakes, ponds, or oceans.
However, you probably also know that water can be a solid like hail, or ice cubes; or
as a gas as in the humidity you may feel on a hot summer day, or the steam you see.
What factors do you think play a role in the way water exists? Can you think of other
things that can take the form of a solid, liquid, and gas?

111

PROBLEM 1

GoodSportsBuys.com

GoodSportsBuys.com is an online store that offers discounts on sports equipment to high

school athletes. When customers buy items from the site, they must pay the cost of the
items as well as a shipping fee. At GoodSportsBuys.com, a shipping fee is added to each
order based on the total cost of all the items purchased. This table provides the shipping fee
categories for GoodSportsBuys.com.

Total Cost of Items

Shipping Fee

$0.01 up to and including $20

$6.50

More than $20 up to and including

$50

$9.00

Between $50 and $75

$11.00

From $75 up to, but not including,

$100

$12.25

$100 or more

$13.10

1. What is the least amount a customer can spend on items and pay $6.50 for shipping?

2. What is the greatest amount a customer can spend on items and pay $6.50 for shipping?

4. Harvey says he will spend $13.10 on shipping fees if he spends exactly $100 on items.
Is he correct? Explain your reasoning.

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Chapter 2 Graphs, Equations, and Inequalities

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3. What is the shipping fee if Sarah spends exactly $75.00 on items? Explain your reasoning.

5. Consider the table of shipping costs to complete each statement using the phrase
greater than, less than, greater than or equal to, or less than or equal to.
a. You will pay $6.50 in shipping fees if you spend:

b. You will pay $9.00 in shipping fees if you spend:

c. You will pay $11.00 in shipping fees if you spend:

d. You will pay $12.25 in shipping fees if you spend:

e. You will pay $13.10 in shipping fees if you spend:

A compound inequality is an inequality that is formed by the union, or, or the intersection,
and, of two simple inequalities.

2012 Carnegie Learning

6. You can use inequalities to represent the various shipping fee categories at
GoodSportsBuys.com. If you let x represent the total cost of items purchased, you can
write an inequality to represent each shipping fee category. Complete each inequality
using an inequality symbol.
a. $6.50 shipping fees:

$0.01 and x

b. $9.00 shipping fees:

$20 and x

$50

c. $11.00 shipping fees:

$50 and x

$75

d. $12.25 shipping fees:

$75 and x

$100

e. $13.10 shipping fees:

$100

$20

7. Identify the inequalities in Question 6 that are compound inequalities.

2.4 Solving and Graphing Compound Inequalities

113

Lets consider two examples of compound inequalities.

x . 2 and x # 7
This inequality is read as all numbers greater than 2 and less than or
equal to 7. This inequality can also be written in the compact form of
2 , x # 7.

x # 24 or x . 2
This inequality is read as all numbers less than or equal to 24 or greater
than 2.

Only compound inequalities containing and can be written in compact form.

8. Write the compound inequalities from Question 6 using the compact form.
a. $6.50 shipping fees:

c. $11.00 shipping fees:

d. $12.25 shipping fees:

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Chapter 2 Graphs, Equations, and Inequalities

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b. $9.00 shipping fees:

PROBLEM 2

More Than One Solution

1. Water becomes non-liquid when it is 32F or below, or when it is at least 212F.

a. Represent this information on a number line.

2
b. Write a compound inequality to represent the same information. Define your variable.

2. Luke and Logan play for the same baseball team. They practice at the Lions Park
baseball field. Luke lives 3 miles from the field, and Logan lives 2 miles from the field.
a. First, plot a point to represent the location of the Lions Park baseball field.
b. Next, use your point that represents Lions Park, and draw a circle to represent all the
possible places Luke could live.

2012 Carnegie Learning

c. Finally, use your point that represents Lions Park, and draw another circle to
represent all the possible places Logan could live.

d. What is the shortest distance, d, that could separate their homes?

e. What is the longest distance, d, that could separate their homes?

2.4 Solving and Graphing Compound Inequalities

115

f. Write a compound inequality to represent all the possible distances that could
separate their homes.

g. Represent the solution on a number line.

3. Jodi bought a new car with a 14-gallon gas tank. Around town she is able to drive
336 miles on one tank of gas. On her first trip traveling on highways, she drove
448 miles on one tank of gas. What is her average miles per gallon around town? What
is her average miles per gallon on highways?
a. Write a compound inequality that represents how many miles Jodi can drive on a
tank of gas. Let m represents the number of miles per gallon of gas.

b. Rewrite the compound inequality as two simple inequalities separated by either

and or or.

c. Solve each simple inequality.

e. Compare the solution you calculated in Question 3, part (c) with the solution you
calculated in Question 3, part (d). What do you notice?

f. Explain your solution in terms of the problem situation.

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Chapter 2 Graphs, Equations, and Inequalities

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d. Go back to the compound inequality you wrote in Question 3, part (a). How can
yousolve the compound inequality without rewriting it as two simple inequalities?
Solve the compound inequality.

g. Represent the solution on a number line. Describe the shaded region in terms of the
problem situation.

PROBLEM 3

Solving Compound Inequalities

Remember, a compound inequality is an inequality that is formed by the union, or, or the
intersection, and, of two simple inequalities.
The solution of a compound inequality in the form a , x , b, where a and b are any real
numbers, is the part or parts of the solutions that satisfy both of the inequalities. This type of
compound inequality is called a conjunction. The solution of a compound inequality in the
form x , a or x . b, where a and b are any real numbers, is the part or parts of the solution
that satisfy either inequality. This type of compound inequality is called a disjunction.
1. Classify each solution to all the questions in Problem 2 as either a conjunction or
disjunction.

Lets consider two examples for representing the solution of a compound inequality on a
number line.

The compound inequality shown involves and and is a conjunction.

x # 1 and x . 23

2012 Carnegie Learning

Represent each part above the number line.

x > 3
x1
5 4 3 2 1 0

5 4 3 2 1 0

x 1 and x > 3
3 < x 1

The solution is the region that satisfies both inequalities. Graphically, the
solution is the overlapping, or the intersection, of the separate inequalities.

2.4 Solving and Graphing Compound Inequalities

117

The compound inequality shown involves or and is a disjunction.

x , 22 or x . 1
Represent each part above the number line.
x < 2

x>1

5 4 3 2 1 0

5 4 3 2 1 0

x < 2 or x > 1

The solution is the region that satisfies either inequality. Graphically, the solution
is the union, or all the regions, of the separate inequalities.

2. Consider the two worked examples in a different way.

a. If the compound inequality in the first worked example was changed to the disjunction,
x # 1 or x . 23, how would the solution set change? Explain your reasoning.

5 4 3 2 1

5 4 3 2 1

3. Represent the solution to each compound inequality on the number line shown.
Then, write the final solution that represents the graph.
a. x , 2 or x . 3

5 4 3 2 1

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b. If the compound inequality in the second worked example was changed to the
conjunction, x , 22 or x . 1, how would the solution set change? Explain your
reasoning.

b. 21 $ x $ 21

5 4 3 2 1 0

c. x , 0 or x , 2

5 4 3 2 1 0

2
1

d. x . 1 and x , 22

5 4 3 2 1 0

Pay attention
to whether the
inequality uses
and or or.

e. x , 3 and x . 2

5 4 3 2 1 0

f. x , 2 and x , 21

2012 Carnegie Learning

5 4 3 2 1 0

g. x . 21 or x , 0

5 4 3 2 1 0

2.4 Solving and Graphing Compound Inequalities

119

To solve a compound inequality written in compact form, isolate the variable between the
two inequality signs, and then graph the resulting statement. To solve an inequality involving
or, simply solve each inequality separately, keeping the word or between them, and then
graph the resulting statements.
4. Solve and graph each compound inequality showing the steps you performed.
Then, write the final solution that represents the graph.
a. 6 , x 2 6 # 9

b. 22 , 2x , 6

c. 24 # 23x 1 1 # 12

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d. 2x 1 7 , 10 or 22x 1 7 . 10

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Chapter 2 Graphs, Equations, and Inequalities

1 x 1 3 . 4 or 2x , 3
e. __
2

2012 Carnegie Learning

f. 1 1 6x . 11 or x 2 4 , 25

Be prepared to share your solutions and methods.

2.4 Solving and Graphing Compound Inequalities

121

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Chapter 2 Graphs, Equations, and Inequalities

2.5

Play Ball!
Absolute Value Equations
and Inequalities
LEARNING GOALS
In this lesson, you will:

t
Understand and solve absolute values.

t
Solve linear absolute value equations.
t
Solve and graph linear absolute value

inequalities on number lines.

t
Graph linear absolute values and use the
graph to determine solutions.

KEY TERMS
t
opposites
t
absolute value
t
linear absolute value equation
t
linear absolute value inequality
t
equivalent compound inequalities

2012 Carnegie Learning

ll games and sports have specific rules and regulations. There are rules about
how many points each score is worth, what is in-bounds and what is out-ofbounds, and what is considered a penalty. These rules are usually obvious to anyone
who watches a game. However, some of the regulations are not so obvious. For
example, the National Hockey League created a rule that states that a blade of a
hockey stick cannot be more than three inches or less than two inches in width at any
point. In the National Football League, teams that wear black shoes must wear black
shoelaces and teams that wear white shoes must wear white laces. In the National
Basketball Association, the rim of the basket must be a circle exactly 18 inches in
diameter. Most sports even have rules about how large the numbers on a players
jerseycan be!
Do you think all these rules and regulations are important? Does it really matter what
color a players shoelaces are? Why do you think professional sports have these rules,
and how might the sport be different if these rules did not exist?

123

PROBLEM 1

Opposites Attract? Absolutely!

1. Analyze each pair of numbers and the corresponding graph.

a. 22 and 2
25

24

23

22

21

23

22

21

22

21

2
2
b. 2__ and __
3
3
25

24

c. 21.5 and 1.5

25

24

23

2. Describe the relationship between the two numbers.

3. What do you notice about the distance each point lies away from zero on each
number line?

Two numbers that are an equal distance, but are in different directions, from zero on
the number line are called opposites. The absolute value of a number is its distance from
zero on the number line.

a. |22| 5

| 3| 5

|2| 5

b. 2

|3|

c. |21.5| 5

|1.5| 5

2
__

2 5
__

5. What do you notice about each set of answers for Question 4?

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Chapter 2 Graphs, Equations, and Inequalities

How can
you use each
corresponding graph
in Question 1to verify
your answers?

2012 Carnegie Learning

4. Write each absolute value.

6. Determine the value of each. Show your work.

a. |3 2 8|

b. |3| 2 |8|

c. |4(5)|

d. |4| ? |5|

12 |
e. |___
23

|12|
f. ____
|23|

7. Determine the solution(s) to each equation.

2012 Carnegie Learning

25

24

23

22

21

a. x 5 5

b. |x| 5 5

c. |x| 5 25

d. |x| 5 0

2
Use the
number line as a
tool to think about
each solution.

8. Analyze each equation containing an absolute value symbol in Question 7. What does
the form of the equation tell you about the possible number of solutions?

2.5 Absolute Value Equations and Inequalities

125

PROBLEM 2

Too Heavy? Too Light? Youre Out!

The official rules of baseball state that all baseballs used during professional games must be
within a specified range of weights. The baseball manufacturer sets the target weight of
theballs at 145.045 grams on its machines. The specified weight allows for a difference of
3.295 grams. This means the weight can be 3.295 grams greater than or less than the
targetweight.

1. Write an expression to represent the difference between a manufactured baseballs

weight and the target weight. Use w to represent a manufactured baseballs weight.

2. Suppose the manufactured baseball has a weight that is greater than the target weight.
a. Write an equation to represent the greatest acceptable difference in the weight of
abaseball.

b. Solve your equation to determine the greatest acceptable weight of a baseball.

3. Suppose the manufactured baseball has a weight that is less than the target weight.
a. Write an equation to represent the least acceptable difference in weight.

2012 Carnegie Learning

b. Solve your equation to determine the least acceptable weight of a baseball.

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Chapter 2 Graphs, Equations, and Inequalities

The two equations you wrote can be represented by the linear absolute value equation
|w 2 145.045| 5 3.295. In order to solve any absolute value equation, recall the
definition of absolute value.

Consider this linear absolute value equation.

|a| 5 6

There are two points that are 6 units away from zero on the number line:
one to the right of zero, and one to the left of zero.
1(a) 5 6

or

a56

or

2(a) 5 6
a 5 26

Now consider the case where a 5 x 2 1.

|x 2 1| 5 6
If you know that |a| 5 6 can be written as two separate equations, you can
rewrite any absolute value equation.
1(a) 5 6

or

2(a) 5 6

1(x 2 1) 5 6

or

2(x 2 1) 5 6

4. How do you know the expressions 1(a) and 2(a) represent

opposite distances?

2012 Carnegie Learning

5. Determine the solution(s) to the linear absolute value

equation |x 2 1| 5 6. Then check your answer.
1(x 2 1) 5 6
2(x 2 1) 5 6

The expressions
+(x 1) and
(x 1) are
opposites.

To solve
each equation,
would it be more
efficient to distribute the
negative or divide both
sides of the equation
by 1 first?

2.5 Absolute Value Equations and Inequalities

127

6. Solve each linear absolute value equation. Show your work.

Before you
start solving each
equation, think about the
number of solutions each equation
may have. You may be able to
save yourself some
workand time!.

a. |x 1 7| 5 3

b. |x 2 9| 5 12

c. |3x 1 7| 5 28

d. |2x 1 3| 5 0

7. Cho, Steve, Artie, and Donald each solved the equation |x| 2 4 5 5.

Donald

Artie

|x| 4 = 5

|x| 4 = 5

(x) 4 = 5

(x) = 9

x = 9

|x| = 9
(x) = 9

(x) = 9
x = 9

x = 9
Cho

Steve

|x| 4 = 5

|x| 4 = 5

(x) 4 = 5

[(x) 4] = 5

x4=5

x + 4 = 5

x=9

x = 1
x = 1

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Chapter 2 Graphs, Equations, and Inequalities

(x) 4 = +5
x=9

(x) 4 = 5
x 4 = 5
x = 1
x=1

2012 Carnegie Learning

(x) 4 = 5

a. Explain how Cho and Steve incorrectly rewrote the absolute value equation as two
separate equations.

b. Explain the difference in the strategies that Artie and Donald used. Which strategy
do you prefer? Why?

8. Solve each linear absolute value equation.

a. |x| 1 16 5 32

Consider isolating
the absolute value
part of the equation
before you rewrite as
two equations.

b. 23 5 |x 2 8| 1 6

2012 Carnegie Learning

c. 3|x 2 2| 5 12

d. 35 5 5|x 1 6| 2 10

2.5 Absolute Value Equations and Inequalities

129

PROBLEM 3

Too Big? Too Small? Just Right.

In Too Heavy? Too Light? Youre Out! you determined the linear absolute value equation to
identify the most and least a baseball could weigh and still be within the specifications. The
manufacturer wants to determine all of the acceptable weights that the baseball could be
and still fit within the specifications. You can write a linear absolute value inequality to
represent this problem situation.

1. Write a linear absolute value inequality to represent all baseball weights that are within
the specifications.

2. Determine if each baseball has an acceptable weight. Explain your reasoning.

a. A manufactured baseball weighs 147 grams.

c. A manufactured baseball weighs 148.34 grams.

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b. A manufactured baseball weighs 140.8 grams.

d. A manufactured baseball weighs 141.75 grams.

2
3. Complete the inequality to describe all the acceptable weights, where w is the
baseballs weight. Then use the number line to graph this inequality.
#w#

140 141 142 143 144 145 146 147 148 149 150

4. Raymond has the job of disposing of all baseballs that are not within the acceptable
weight limits.
a. Write an inequality to represent the weights of baseballs that Raymond can dispose of.

b. Graph the inequality on the number line.

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140 141 142 143 144 145 146 147 148 149 150

2.5 Absolute Value Equations and Inequalities

131

In Little League Baseball, the diameter of the ball is slightly smaller than that of a
professional baseball.
5. The same manufacturer also makes Little League baseballs. For these baseballs, the
manufacturer sets the target diameter to be 7.47 centimeters. The specified diameter
allows for a difference of 1.27 centimeters.
a. Denise measures the diameter of the Little League baseballs as they are being
made. Complete the table to determine each difference. Thenwrite the linear
absolute value expression used to determine the diameter differences.

Independent Quantity

Dependent Quantity

Diameter of the Little

League Baseballs

Target and Actual

Diameter Difference

Units
6.54
8.75
7.39
5.99
8
9.34
7.47

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Chapter 2 Graphs, Equations, and Inequalities

b. Graph the linear absolute value function, f(d ), on a graphing calculator. Sketch the
graph on the coordinate plane.
y

Be sure
to label your axes.

1.8
1.6
1.4
1.2

1.0
0.8
0.6
0.4
0.2
0

5 5.5 6 6.5 7 7.5 8 8.5 9

6. Determine the diameters of all Little League baseballs that fit within the specifications.

2012 Carnegie Learning

a. Use your graph to estimate the diameters of all the Little League baseballs that fit
within the specifications. Explain how you determined your answer.

b. Algebraically determine the diameters of all the baseballs that fit within the
specification. Write your answer as an inequality.

2.5 Absolute Value Equations and Inequalities

133

7. The manufacturer knows that the closer the diameter of the baseball is to the target, the
more likely it is to be sold. The manufacturer decides to only keep the baseballs that are
less than 0.75 centimeter from the target diameter.
a. Algebraically determine which baseballs will not fall within the new specified limits
and will not be kept. Write your answer as an inequality.

b. How can you use your graph to determine if you are correct?

Talk the Talk

Notice that
the equivalent compound
inequalities do not contain
absolute values.

Absolute Value Inequality

Equivalent Compound
Inequality

|ax 1 b| , c

2c , ax 1 b , c

|ax 1 b| # c

2c # ax 1 b # c

|ax 1 b| . c

ax 1 b , 2c or ax 1 b . c

|ax 1 b| $ c

ax 1 b # 2c or ax 1 b $ c

1. Solve the linear absolute value inequality by rewriting it as an equivalent

compound inequality. Then graph your solution on the number line.
a. |x 1 3| , 4

210 28

134

26

24

22

Chapter 2 Graphs, Equations, and Inequalities

10

As a final
step, dont
forget to check
your solution.

2012 Carnegie Learning

Absolute value inequalities can take four different forms as shown in the table. To solve a
linear absolute value inequality, you must first write it as an equivalent compound inequality.

b. 6 # |2x 2 4|

210 28

26

24

22

10

2
c. |25x 1 8| 1 2 , 25

210 28

26

24

22

10

26

24

22

10

d. |x 1 5| . 21

210 28

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e. |x 1 5| , 21

210 28

26

24

22

10

Be prepared to share your solutions and methods.

2.5 Absolute Value Equations and Inequalities

135

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136

Chapter 2 Graphs, Equations, and Inequalities

Choose Wisely!

2.1
2.6

Understanding Non-Linear Graphs

and Inequalities
LEARNING GOALS
In this lesson, you will:

t
Identify the appropriate function to represent a problem situation.

t
Determine solutions to linear functions using intersection points.
t
Determine solutions to non-linear functions using intersection points.
t
Describe advantages and disadvantages of using technology different methods
to solve functions with and without technology.

2012 Carnegie Learning

e make decisions constantly: what time to wake up, what clothes to wear to
school, whether or not to eat a big or small breakfast. And those decisions all
happen a few hours after you wake up! So how do we decide what we do? There are
actually a few different techniques for making decisions. One technique, which you
have most likely heard about from a teacher, is weighing the pros and cons of your
options then choosing the one that will result in the best outcome. Another technique
is called satisficingwhich means just using the first acceptable option, which
probably isnt the best technique. Have you ever flipped a coin to make a decision?
That is called flipism. Finally, some people may follow a person they deem an expert
while others do the most opposite action recommended by experts. While the
technique you use isnt really important for some decisions (flipping a coin to decide
whether or not to watch a TV show), there are plenty of decisions where there is a
definite better choice (do you really want to flip a coin to decide whether to wear your
pajamas to school?). The best advice for making decisions is to know your goal, gather
all the information you can, determine pros and cons of each alternative decision, and
make the decision.
What technique do you use when making decisions? Do you think some people are
better decision makers than others? What makes them so?

137

PROBLEM 1

Grill Em Up!

Your family is holding their annual cookout and you are in charge of buying food. On the
menu are hamburgers and hot dogs. You have a budget determining how much you can
spend. You have already purchased 3 packs of hot dogs at $2.29 a pack. You also need to
buy the ground meat for the hamburgers. Ground meat sells for $2.99 per pound, but you
are unsure of how many pounds to buy. You must determine the total cost of your shopping
trip to know if you stayed within your budget.

This problem situation is represented by one of the following functions:

f(p) 5 2.99p 1 6.87
f(p) 5 2.29p3 1 2.99p
f(p) 5 |2.99p| 1 6.87
f(p) 5 3p2 1 2.29p 1 2.99
1. Choose a function to represent this problem situation. Explain your reasoning.

2. Complete the table to represent the total amount paid as a function of the amount
ofground meat purchased. Dont forget to determine the units of measure.
Independent
Quantity

Dependent
Quantity

Quantity

Expression

p
0.5
1.75
13.60
17.34
4.25

138

Chapter 2 Graphs, Equations, and Inequalities

2012 Carnegie Learning

Units

3. Use the data from the table to create a graph of the problem situation on the
coordinate plane.

4. Consider a total bill of $13.45.

a. Estimate the amount of ground beef purchased.

2012 Carnegie Learning

b. Determine the exact amount of ground meat purchased.

5. Based on the number of people coming to the cookout, you decide to buy 6 pounds of
ground meat for the hamburgers.
a. If your budget for the food is $25.00, do you have enough money? Why or why not?

b. If you have enough money, how much money do you have left over? If you do not
have enough money, how much more will you need?

2.6 Understanding Non-Linear Graphs and Inequalities

139

PROBLEM 2

Ground Breaking Costs

A construction company bought a new bulldozer for $125,000. The company estimates that
its heavy equipment loses one-fifth of its value each year.
This problem situation is represented by one of the following functions:
1
f(t) 5 125,000t 2 __
5
4t
f(t) 5 125,000 __
5
1
__
f(t) 5 |2 t 125,000|
5

()

1
f(t) 5 t2 1 125,000t 2 __
5
1. Choose a function to represent this problem situation. Explain your reasoning.

2. Complete the table to represent the cost of the bulldozer as a function of the number
ofyears it isowned.
Independent
Quantity

Dependent
Quantity

Quantity
Units
Expression

2.5
5
7
8.5
10
12.5

140

Chapter 2 Graphs, Equations, and Inequalities

2012 Carnegie Learning

3. Use the data and the function to graph the problem situation on the coordinate
planeshown.
y
112,500
100,000
87,500

75,000
62,500
50,000
37,500
25,000
12,500
0

12

4. The owner wants to sell the bulldozer and make at least $25,000 in the sale.
a. Estimate the amount of time the owner has to achieve this goal.

2012 Carnegie Learning

b. Determine the exact amount of time the owner has to achieve this goal.
Write your answer as an inequality.

5. When will the bulldozer be worth $0?

2.6 Understanding Non-Linear Graphs and Inequalities

141

PROBLEM 3

Stick the Landing!

In gymnastics, it is important to have a mat below the equipment to absorb the impact when
landing or falling. The thickness of the mats used in the rings, parallel bars, and vault events
must be between 7.5 and 8.25 inches thick, with a target thickness of 7.875 inches.
This problem situation is represented by one of the following functions:

f(t) 5 7.875t 2 0.375

f(t) 5 7.875t
f(t) 5 |t 2 7.875|
f(t) 5 7.875t2 1 7.5t 1 8.25
1. Choose a function to represent this problem situation. Explain your reasoning.

2. Complete the table to represent the mat thickness in terms of the target thickness of
the mat.
Independent
Variable

Dependent
Variable

Quantity
Units
Expression

t
5.5

0.875
7.5
0.25
0.875
9.25
9.875

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Chapter 2 Graphs, Equations, and Inequalities

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6.625

3. Use the data and the function to graph the problem situation on the coordinate
planeshown.
y
2.25
2.0
1.75

1.5
1.25
1.0
0.75
0.5
0.25
0

5.5 6 6.5 7 7.5 8 8.5 9 9.5

4. The Olympics Committee announces that they will only use mats with a thickness
of7.875 inches and an acceptable difference of 0.375 inch.
a. Write the absolute value inequality that represents this situation.

2012 Carnegie Learning

b. Determine the thickest and thinnest mats that will be acceptable for competition.
Writeyour solution as a compound inequality.

5. The All-Star Gymnastics Club has a practice mat with a thickness that is 1.625 inches
off the Olympic recommendations. What are the possible thicknesses of the Gymnastics
Clubs practice mat?

2.6 Understanding Non-Linear Graphs and Inequalities

143

PROBLEM 4

Fore!

In 1971, astronaut Alan Shepard hit a golf ball on the moon. He hit the ball at an angle of 45
with a speed of 100 feet per second. The acceleration of the ball due to the gravity on the
moon is 5.3 feet per second squared. Then the ball landed.
This problem situation is represented by one of the following functions:

f(d) 5 5.3d
f(d) 5 100d 1 5.3
f(d) 5 |5.3d| 1 100
5.3
f(d) 5 2_______ d2 1 d
10,000
1. Choose a function to represent this problem situation.

2. Complete the table to represent the height of the golf ball in terms of the distance
it was hit.

Quantity

Independent
Quantity

Dependent
Quantity

Horizontal Distance
of the Golf Ball

Height of the
GolfBall

Units

Expression

745

945

1110

1335

1595

144

Chapter 2 Graphs, Equations, and Inequalities

2012 Carnegie Learning

405

3. Use the data and the function to graph the problem situation on the coordinate
planeshown.
y
Height of the Golf Ball (feet)

450
400
350
300

250
200
150
100
50
x
0
400
800 1200 1600
Horizontal Distance of the Golf Ball (feet)

4. The Saturn V rocket that launched Alan Shepard into space was 363 feet tall. At what
horizontal distance was the golf ball higher than the rocket was tall?

5. At what horizontal distance did the golf ball reach its maximum height? What was the
greatest height the ball reached?

2012 Carnegie Learning

6. How far did the golf ball travel before it landed back on the moon?

Talk the Talk

In this chapter you used three different methods to determine
values of various functions. You completed numeric tables of
values, determined values from graphs, and solved equations
algebraically. Inaddition, you used each of these methods by hand
and with a
graphing calculator.

Dont forget
you have worked with
linear functions, exponential
functions, and quadratic
functions. Keep all three in
mind when completing
the tables.

Think about each of the various methods for problem solving and
complete the tables on the following pages. Pay attention to the
unknown when describing each strategy.
2.6 Understanding Non-Linear Graphs and Inequalities

145

Numerically
Given an
Independent
Quantity
(input value)

Given a
Dependent
Quantity
(output value)

146

With Technology

Description of the method:

Description of the method:

Advantages:

Advantages:

Disadvantages/Limitation:

Disadvantages:

Description of the method:

Description of the method:

Advantages:

Advantages:

Disadvantages/Limitations:

Disadvantages/Limitations:

Chapter 2 Graphs, Equations, and Inequalities

2012 Carnegie Learning

Without Technology

Graphically
Without Technology
Given an
Independent
Quantity
(input value)

2012 Carnegie Learning

Given a
Dependent
Quantity
(output value)

With Technology

Description of the method:

Description of the method:

Advantages:

Advantages:

Disadvantages/Limitations:

Disadvantages/Limitations:

Description of the method:

Description of the method:

Advantages:

Advantages:

Disadvantages/Limitations:

Disadvantages/Limitations:

2.6 Understanding Non-Linear Graphs and Inequalities

147

Algebraically
Without Technology
Given an
Independent
Quantity
(input value)

Description of method:

Description of method:

Advantages:

Advantages:

Disadvantages/Limitations:

Disadvantages/Limitations:

Description of method:

Description of method:

Advantages:

Advantages:

Disadvantages/Limitations:

Disadvantages/Limitations:
2012 Carnegie Learning

Given a
Dependent
Quantity
(output value)

With Technology

Be prepared to share your solutions and methods.

148

Chapter 2 Graphs, Equations, and Inequalities

Chapter 2 Summary
KEY TERMS
t
first differences (2.1)
t
solution (2.1)
t
intersection point (2.1)
t
solve an inequality (2.3)
t
compound inequality (2.4)

2.1

t
solution of a compound
inequality (2.4)
t
conjunction (2.4)
t
disjunction (2.4)
t
opposites (2.5)
t
absolute value (2.5)

t
linear absolute value

equation (2.5)
t
linear absolute value
inequality (2.5)
t
equivalent compound
inequality (2.5)

Identifying Dependent and Independent Quantities

and Writing an Expression
The dependent quantity is dependent on how the independent quantity changes.
The independent quantities are the input values of an expression and the dependent
quantities are the output values.

Example
The table of values identifies the independent and dependent quantities and their units for
the problem situation. An expression for the dependent quantity is written based on the
independent quantity variable.
Caroline earns $25 a week babysitting after school. She deposits half of this amount in her
savings account every Saturday.

2012 Carnegie Learning

Quantity
Units

Expression

Independent
Quantity

Dependent
Quantity

Time

Money Saved

weeks

dollars

12.50

25.00

62.50

10

125.00

12.5w

149

2.1

Determining the Unit Rate of Change

One way to determine the unit rate of change is to calculate first differences. First differences
are calculated by taking the difference between successive points. Another way to determine
the unit rate of change is to calculate the rate of change between any two ordered pairs
andthen write each rate with a denominator of 1. With two ordered pairs, the rate of change
is the difference between the output values over the difference between the input values.

Example

Using first differences, the rate of change is 12.50.

Time
(weeks)

Money Saved
(dollars)
First Differences

0
12.50 2 0 5 12.50

12051
1

12.50

22151

25.00 2 12.50 5 12.50

2

25.00

Using two ordered pairs, the rate of change is 12.50.

(2, 25.00) and (5, 62.50)

2.1

62.50 2 25.00 5 ______

37.50 5 ______
12.50
_____________
522

Determining the Solution to a Linear Equation

Using Function Notation

Example
Caroline earns $25 a week babysitting after school. She deposits half of this amount in her
savings account every Saturday.
s(w) 5 12.5w
s(14) 5 12.5(14)

Caroline will have $175 saved after 14 weeks.

s(14) 5 175

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Chapter 2 Graphs, Equations, and Inequalities

2012 Carnegie Learning

To write a linear equation in function notation, f(x) 5 ax 1 b, identify the dependent (output
value) and independent (input value) quantities and the rate of change in a problem situation.
Determine a solution to the equation by substituting a value for the independent quantity in
the equation.

2.1

Determining the Solution to a Linear Equation on a Graph

Usingan Intersection Point
A graph can be used to determine an input value given an output value. The graph of any
function, f, is the graph of the equation y 5 f(x). On the graph of any equation, the solution is
any point on that line. If there are intersecting lines on the graph, the solution is the ordered
pair that satisfies both equations at the same time, or the intersection point of the graph. To
solve an equation using a graph, first graph each side of the equation and then determine
the intersection point.

Example
Caroline earns $25 a week babysitting after school. She deposits half of this amount in her
savings account every Saturday. How long will it take Caroline to save $300?

300
y 5 300

5 12.5w
5

12.5w

450

y 5 12.5x

The solution is (24, 300).

It will take Caroline 24 weeks to save $300.

Money Saved (dollars)

s(w)

400
350

y 5 300

300

(24, 300)

250
200
150

s(w) 5 12.5w

100
50
4

8 12 16 20 24 28 32 36
Time (weeks)

2012 Carnegie Learning

Chapter 2 Summary

151

2.2

Identifying and Describing the Parts of a Linear Function

Identifying each expression in a linear function, its units, its meaning in terms of the problem
situation, and its mathematical meaning can help you determine the solution for a linear
function. The independent quantity is the input value and thedependent quantity is the
output value. The y-intercept is the point on the graph where xequals 0.

Example
Tyler has $100 in his car fund. He earns $7.50 per hour at his after-school job. He works
3hours each day, including weekends. Tyler saves 100% of his earned money in his car fund.

Description

Unit

Contextual
Meaning

Mathematical
Meaning

day

the time, in days, that the

money has been saved

input value

22.50

dollars
_______
days

the amount of money that is

saved each day

rate of change

22.50d

dollars

money saved to car fund

100

dollars

the amount of money already

in car fund

y-intercept

100 1 22.50d

dollars

the total amount of money in

car fund

output value

2012 Carnegie Learning

Expression

152

Chapter 2 Graphs, Equations, and Inequalities

2.2

Comparing Tables, Equations, and Graphs to Model and Solve

Linear Situations
A table can help you calculate solutions given a few specific input values. A graph can help
you determine exact solutions if the graph of the function crosses the grid lines exactly. A
function can be solved for any value, so any and all solutions can be determined. A graphing
calculator allows for more accuracy when using a graph to determine a solution.

Example

Tyler had $100 in his car fund. He earns $7.50 per hour at his after-school job. He works
3hours each day, including weekends. Tyler saves 100% of his earned money in his car
fund. How many days will it take him to have enough money to buy a car that costs $3790?
A table can be used to estimate that it will take between 100 and 175 days to buy the car. A
graph can be used to estimate that it will take about 160 days to buy the car. A function will
give an exact solution. It will take exactly 164 days to buy a car that costs $3790.
y

100 1 22.50t
4500

100

10

325

20

550

50

1225

100

2350

175

4037.5

4000
Total Amount (dollars)

3500

y 5 3790

(164, 3790)

3000
2500
2000
f(t) 5 100 1 22.5d

1500
1000
500
0

50

150
100
Time (days)

200

f(t) 5 100 1 22.50d

2012 Carnegie Learning

3790 5 100 1 22.50d

3690 5 22.50d
3690 5 _______
22.50d
______
22.50
22.50
164 5 t

Chapter 2 Summary

153

2.3

Writing and Solving Inequalities

When solving an inequality, first write a function to represent the problem situation. Then
write the function as an inequality based on the independent quantity. To solve an inequality,
determine the values of the variable that make the inequality true. The objective when
solving an inequality is similar to the objective when solving an equation: Isolate the variable
on one side of the inequality symbol. Finally, interpret the meaning of the solution.

Example

Cameron has $25 in his gift fund which he is going to use to buy his friends gifts for
graduation. Graduation is 9 weeks away. If he would like to have at least $70 to buy gifts for
his friends, how much should he save each week?
The function is f(x) 5 25 1 9x, so the inequality would be 25 1 9x $ 70.
25 1 9x $ 70
9x $ 45
9x $ ___
45
___

Cameron would need to save at least $5 each week to meet his goal.

9
9
x$5

2.3

Representing Inequalities on a Number Line

A number line can be used to represent the solution of an inequality. After solving the
inequality, draw a point on the number line at the value of the solution. The point should be
closed if the value is included in the solution and open if the value is not included. An arrow
should be drawn to the right if the solution is greater than and to the left if the solution is
less than.

Example
Cameron has $25 in his gift fund which he is going to use to buy his friends gifts for
graduation. Graduation is 9 weeks away. If he would like to have at least $70 to buy gifts for
his friends, how much should he save each week?

154

Chapter 2 Graphs, Equations, and Inequalities

10

11

12

13

14

2012 Carnegie Learning

The function is f(x) 5 25 1 9x and the inequality would be 25 1 9x $ 70. Cameron needs to
save at least $5 each week. When f(x) 5 70, x 5 5.

2.3

Representing Inequalities on a Coordinate Plane

Inequalities can be represented on a coordinate plane by first graphing the linear function
related to the inequality. A point is drawn representing the solution of the inequality. A dashed
box can be used to represent the area of the solution that is less than the quantity and an
oval can be used to represent the section of the solution that is greater than the quantity.

Example
Cameron has $25 in his gift fund which he is going to use to buy his friends gifts for
graduation. Graduation is 9 weeks away. If he would like to have at least $70 to buy gifts for
his friends, how much should he save each week?

The function is f(x) 5 25 1 9x, so the inequality would be 25 1 9x $ 70.

The point at (5, 70) means that at $5 saved per week, the total savings is equal to $70. The
box represents all of the amounts saved per week, x, that would leave Cameron with less
than $70 saved by graduation. The oval represents all of the amounts saved per week, x,
that would leave Cameron with $70 or more saved by graduation.
y
90
Total Saved (dollars)

80
70
60
50
40
30

f(x) 5 25 1 9x

20
10

2012 Carnegie Learning

2.3

1 2 3 4 5 6 7 8 9
Amount Saved per Week (dollars)

Solving an Inequality with a Negative Rate of Change

When you divide each side of an inequality by a negative number, the inequality sign reverses.

Example
250 2 9.25x , 398
29.25x , 148
29.25x . ______
148
_______
29.25
29.25
x . 216

218 216 214 212 210 28

26

24

22

Chapter 2 Summary

155

2.4

Writing Compound Inequalities

A compound inequality is an inequality that is formed by the union, or, or the intersection,
and, of two simple inequalities. Compound inequalities containing and can be written in
compact form.

Example
You pay a discounted rate if you are 12 years of age or less or 65 years of age or more.

x , 12 or x . 65
You will pay the full rate if you are more than 12 years of age and less than 65 years of age.
x . 12 and x , 65; 12 , x , 65

2.4

Representing the Solutions to Compound Inequalities

on a Number Line
The solution of a compound inequality in the form a , x , b, where a and b are any real
numbers, is the part or parts of the solutions that satisfy both of the inequalities. This type of
compound inequality is called a conjunction. The solution of a compound inequality in the
form x , a or x . b, where a and b are any real numbers, is the part or parts of the solution
that satisfy either inequality. This type of compound inequality is called a disjunction.
Graphically, the solution to a disjunction is all the regions that satisfy the separate inequalities.
Graphically, the solution to a conjunction is the intersection of the separate inequalities.

Example
x , 4 or x . 8

10 11 12 13 14

10 11 12 13 14

4,x,8

2012 Carnegie Learning

156

Chapter 2 Graphs, Equations, and Inequalities

2.4

Solving Compound Inequalities

To solve a compound inequality written in compact form, isolate the variable between the two
inequality signs, and then graph the resulting statement. To solve an inequality involving or,
simply solve each inequality separately, keeping the word or between them, and then graph
the resulting statements.

Example

a.
26

25

24

23

22

21

23 # 4x 1 5 , 21
23 2 5 # 4x 1 5 2 5 , 21 2 5
28 # 4x , 16
4x ___
28 # ___
___
, 16
4
4
4
22 # x , 4

b.
26

25

24

23

3 2 2x . 9
3 2 3 2 2x . 9 2 3
22x . 6
6
22x , ___
____
22
22
x , 23

2.5

22

or

21

4x 1 1 $ 9
4x 1 1 2 1 $ 9 2 1
4x $ 8
8
4x $ __
___
4
4
x$2

Solving Linear Absolute Value Equations

To solve linear absolute value equations, write both the positive and negative equations that
the linear absolute value equation represents. Then solve each equation.

2012 Carnegie Learning

Example
|5x 2 4| 5 21
1(5x 2 4) 5 21
5x 2 4 5 21
5x 2 4 1 4 5 21 1 4
5x 5 25
5x 5 ___
25
___
5

x55

2(5x 2 4) 5 21
2(5x 2 4) 5 21
21
21
5x 2 4 5 221
5x 2 4 1 4 5 221 1 4
5x 5 217
5x 5 _____
217
___
5
5
2
x 5 23__
5

Chapter 2 Summary

157

2.5

Writing and Evaluating Linear Absolute Value Inequalities

If there is a range of solutions that satisfy a problem situation, you can write an absolute value
inequality. To evaluate for a specific value, substitute the value for the variable.

Example
A swimmer who wants to compete on the green team at the City Swim Club should be able
to swim the 100-meter freestyle in 54.24 seconds plus or minus 1.43 seconds. Can a
swimmer with a time of 53.15 seconds qualify for the green team?

|t 2 54.24| # 1.43
|53.15 2 54.24| # 1.43
|21.09| # 1.43
1.09 # 1.43
The swimmer qualifies because his time is less than 1.43 seconds from the base time.

2.5

Representing Linear Absolute Value Inequality Solutions

Graphically
All values within the solution to a linear absolute value inequality can be represented along a
number line or on a coordinate plane. A box and an oval can be used to identify values
greater or less than the solution.

Example
|t 2 54.24| # 1.43

2(t 2 54.24) # 1.43

1(t 2 54.24) # 1.43

2(t 2 54.24) _____

1.43
____________
#

21
21
t 2 54.24 $ 21.43

t 2 54.24 # 1.43
t # 55.67

t 2 54.24 1 54.24 $ 21.43 1 54.24

The solution is 52.81 # t # 55.67.

Solution:
50

158

51

52

53

54

Chapter 2 Graphs, Equations, and Inequalities

55

56

57

58

59

60

2012 Carnegie Learning

t $ 52.81

Graph of f(t) 5 |t 2 54.24|:

Difference (seconds)

y 5 1.43

1.5

1.0
f(t) 5 |t 2 54.24|
0.5

2.5

53
54
55
Total Time (seconds)

Solving and Graphing Linear Absolute Value Inequalities

on a Number Line
Absolute value inequalities can take four different forms with the absolute value expression
compared to a value, c. To solve an absolute value inequality, you must first write it as an
equivalent compound inequality. Less than inequalities will be conjunctions and greater
than inequalities will be disjunctions.

Example
4 1 |2x 2 7| , 9
4 2 4 1 |2x 2 7| , 9 2 4
|2x 2 7| , 5
25 , 2x 2 7 , 5

2012 Carnegie Learning

25 1 7 , 2x 2 7 1 7 , 5 1 7
2 , 2x , 12
2
2x , ___
12
__ , ___
2
2
2
1,x,6

10

Chapter 2 Summary

159

2.6

Determining Solutions for Nonlinear Functions Graphically

Using Intersection Points
Graphs can be used to determine solutions for linear or non-linear functions. First, graph each
side of the inequality on the coordinate plane, and then locate and label the intersection point.
The box and oval method can be used to identify the solution to a non-linear inequality.

Example

Jonah bought a rare collectible for $150 that is supposed to gain one-fifth of its value each
year. He wants to wait to sell the collectible until its worth at least $500.
f(t) 5 150(1.2)t
150(1.2)t $ 500
The collectible will be worth $500 after about 6.6 years. Jonah could sell the collectible any
time after 6.6 years and it will be worth at least $500.

Value (dollars)

800

f(t) 5 150(1.2) t

600

y 5 500

400
200

4 5 6 7
Time (years)

2012 Carnegie Learning

160

Chapter 2 Graphs, Equations, and Inequalities