Integrated Math 3 Module 1 Honors Polynomial Functions Adapted from The Mathematics Vision Project: Scott Hendrickson, Joleigh Honey, Barbara Kuehl, © Travis Lemon, Janet Sutorius © 2014 Mathematics Vision Project | MVP In partnership with the Utah State Office of Education Licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported license.Module 1H Overview Prerequisite Concepts and Skills; + Factoring quadratic expressions Solving quadratic equations oO ‘+ Features of linear, exponential, radical, and quadratic functions (Increasing, decreasing, domain, range, intercepts, min/max) + Add/subtract/multiply polynomial expressions Fundamental Theorem of Algebra (for linear and quadratic) © Complex roots ‘Summary of the Concepts & Skills in Module 1H: ‘¢ Introduce cubic functions and polynomial functions of higher degree ‘* Understand end behavior of linear, exponential, radical, and polynomial functions ‘* Add, subtract, and multiply polynomial functions using a graphical representation ‘* Binomial expansion using Pascal's Triangle ‘+ Applying the Fundamental Theorem of Algebra for polynomial functions of any degree ‘+ Use the Remainder Theorem to find linear factors and roots of polynomial functions ‘* Division of polynomial functions by a linear factor Content Standards and Standards for Mathematical Practice Covered: © Content Standards: FBF.1, F.LE., F.F-4, F1F-4, RIF.7, FIF.9, ASSE.1, AAPR.1, AAPR2, AAPR3, AAPRS, N.CN., N.CN.9 * Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning, Module 111 Vocabulary: Cubic function + Magnitude of functions * End behavior asx + 0 + End behavior asx > —co + Roots * Binomial expansion + Pascal's Triangle + Fundamental Theorem of Algebra + Remainder Theorem * Complex roots «Irrational roots © Features of functions + End behavior + Polynomial division + Finding roots SDUHSD Math 3 Honors© O 3 Module 1H - Polynomial Functions 1.1 Comparing growth rates of linear, quadratic, and cubic functions and recognizing that cubic functions can be created from the sums of the terms of a quadratic sequence (F-BF.1, F.LE.3) Warm Up: Linear and Quadratic Patterns Classroom Task Scott’s Macho March Madness ~ A Develop Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.1 1.2H Determining the slowest to the fastest growing functions by ordering and comparing values as x approaches infinity (F-LE.3, ASSE.A, FAFA) Warm Up: Boxing Day Classroom Task: Which is Greater? - A Solidify Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.2H 1.3H Understanding end behavior and comparing end behavior of functions in different representations (FIF.6, FAF.7, FIF.9) ‘Warm Up: Graphing Function Operations Classroom Task: All About Behavior ~ A Practice Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.34 14H Using graphical representations to add, subtract, and multiply polynomials (A.APR.1, F.BF.1) Warm Up: This is the End Classroom Task: Polynomial Connections - A Solidify Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.41 1.SH Determining the nature of roots and applying the Fundamental Theorem of Algebra. (A.APR3, N.CN.9) Classroom Task: The Expansion ~ A Develop Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.51 L6H Experimenting with the Binomial Expansion using Pascal's Triangle. (A.APR.S,) Warm Up: Behavior Management Classroom Task: Binomial Expansion — A Develop Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.61 17H Applying the Fundamental Theorem of Algebra (N.CN.8, N.CN.9, A.APR.3, FIFA, FIF.7) ‘Warm Up: UnBoxing Polynomials Classroom Task: Seeing Structure ~ A Solidify Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.7H 1.8H Using the Remainder Theorem to find all linear factors and roots of a polynomial function and using properties of polynomial functions to write equations (N.CN.8, N.CN.9, A.APR.2, A.APR.3, FAF.7) ‘Warm Up: It’s Allin Your Imagination Classroom Task: Graphing All Poly's ~ A Solidify Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.8H 1.91 Practicing all things related to graphing and solving polynomial functions (N.CN.9, A.APR.2, A.APR.3, FIF.7) ‘Warm Up: Begin Task Classroom Task: I Know, What Do You Know? - A Practice Understanding Task Ready, Set, Go Homework: Polynomial Functions 1.9H Homework: The Gift - A Develop Understanding Task (assign as homework after Module 1H Test) SDUHSD Math 3 Honors1.1H Warm Up Linear and Quadratic Patterns Use the first and second differences to determine if each pattern is linear or quadratic. Then write the explicit and recursive rules for each pattern, 1 2 m 5 =3 3 0 1 5 =1 12 =3 21 ‘Type of Pattern: ‘Type of Pattern: Recursive Rule: Recursive Rule: Explicit Rule: Explicit Rule: SDUHSD Math 3 Honors © @1.1H Scott’s Macho March Madness A Develop Understanding Task (F>\ Each year, Scott participates in the “Macho March’ promotion, The goal of “Macho \_) March” is to raise money for chatity by finding sponsors to donate based on the number of push-ups completed within the month. Last year, Scott was proud of the money he raised, but was also determined to increase the number of push-ups he would complete this year. Part 1: Revisiting the Past Below is the bar graph and table Scott used last year to keep track of the number of push-ups he completed each day, with day one showing he completed three push-ups and day two showing he completed five push- ups (for a total of eight completed push-ups at the end of day two). Scott continued the pattern seen in the bar graph throughout the month. [ 3) n fe) Cumulative number Day of | Push-ups each of push-ups 1 Month day completed for the month Peete fee cca 1 3 3 2 5 8 3 7 15 4 9 24 CO 5 Fry 35 © L a aces ee 1, Write the recursive and explicit equations for the number of push-ups Scott completed on any given day last year. Explain how your equations connect to the bar graph and the table above. 2. Write the recursive rule, explicit equation, and use summation notation for the cumulative number of push-ups Scott completed on any given day during the “Macho March” promotion last year. ‘SDUHSD Math 3 Honors eps wun checom photos whylé/2282236226/Part 2: Macho March Madness ‘This year, Scott's plan is to look at the total number of push-ups he completed for the month on any given day last year, and do that many push-ups on the same day this year. For example, on day one, he will do three push-ups. On day two, he will do eight push-ups (the sum or total number of push-ups he O completed on day one and two from last year). On day three, he will complete___push-ups. If Scott follows this pattern, determine the following: Use the results from the questions below to fill in the chart on the resource page 3. How many push-ups will Scott complete on day five? How did you come up with this number? Write the recursive equation to represent the number of push-ups Scott will complete today based on the number of push-ups he completed yesterday. 4. How many cumulative push-ups will Scott have completed for the month on day five? You may want to use summation notation here, 5. Without finding the explicit equation, make a conjecture as to the type of function that would represent the explicit equation for the cumulative number of push-ups Scott would complete on any given day this year. 6. How does the rate of change for this explicit equation compare to the rates of change for the explicit equations in questions 1 and 2? 7. When looking at consecutive differences, how does the rate of change compare to the explicit equation. for the function. SDUHSD Math 3 Honors7 Name Polynomial Functions | 11H Ready, Set, Go! Oo \_/ Ready Topic: Inequality statements. Which is greater? For each problem, make a true statement by placing the appropriate inequality symbol between the two expressions. Ifa > b, then: Ifx > 10, then: 1. 3a__3b 4, x?7_2* 2 b-a_a-b Sees 3 atx_b+x 6 xx? Set Topic: Types of functions Determine the type of function for each problem. Explain how you know. 7 8 9. 10. x_| f@) x | f®) x_| f@) x | f@) aeea| 83 are ie: 1] 3 1] 3 O 2,6 2 [6 2 [9 2 a2 3 [9 3 [2 3 | is 3-30 4 | iz 4 | 2 4 | 30 4 | 60 5 15 5 48 5 45 S| 105 Uh. fe) = -2x + 3x75 12, 13. 14, g(x) = 2-4) +7 15. h@) =2-3% +1 16. g(x) = loge(x +3) o> LY SDUHSD Math 3 HonorsGo Topic: Combining functions. Use the given functions to solve problems 17 - 21. f@=2-3 gx ax42 A(x) =-x+4 iG) m(x) = x7 4+3x42 n(x) = 2x8 x? + 2x41 p(x) = 2x41 17. f@) +9@) 18. f(x) — h@) 19. f(%) -p@) 20. m(x) + g() 21. n(x) —m@) Determine if the following statements are ALWAYS or NEVER true. If the statement is NOT true, rewrite it so that it is ALWAYS TRUE. 22, The sum of two linear functions is another linear function. QO 23. The sum of a linear and a quadratic is a cubic function, 24, The sum of a cubic and a quadratic function is a cubic function. 25, The sum of two functions is always a function (passes the vertical line test). 26. The product of two functions is always a function (passes the vertical line test). O ) SDUHSD Math 3 HonorsTopic: Comparing logarithmic & exponential expressions Order the following numbers from least to greatest without using a calculator. eC 27. logy 49 logy V7 logy = logy ¥343 28, glese39 Ine® Ine~® eve 29. logs(log,7?7) —log(In #0) In@og 10) logs (log, 32) as 30. 10!833 1olesss Jog(In e°) log 107 Oo O SDUHSD Math 3 Honors10 1.2H Warm Up Boxing Day Read through the example below to see how to multiply two polynomials using the “box method.” Then, use O the box method to multiply the polynomials in questions 1-4. Example: Multiply (x? + 3x —7)(2x3 ~ 5x +1) Set up a box whose length and height will accommodate the terms in each polynomial. In this case, we will use a 3 X 4 box (there will need to be an additional column for the 0x? term in the second polynomial). One polynomial is listed along the left side; the other is listed across the top (be sure to include any negative signs). Use the idea of finding area = length x height to find the product that goes in to each cell. Once the cells are all filled, write the sum 2x) Ox? Sx +1 ofall the terms within the cells and | combine like terms. x? | axé | oxt | set]? | | 2x8 + 6x4 — 14x? — 5x9 — 15x? + 35x + +3x | 6xt | Ox? | 15x?) 3x x? 43x—7 -7 |-14x3| ox? | 35x 7 2x5 + 6x4 — 1923 — 14x” + 38x—7 (x? + 3x — 7)(2x3 — 5x +1) = 2x5 + 6x* — 1929 — 14x? + 382-7 Multiply the polynomials. Write the answer in standard form (descending order of powers). 1, @@?-+3x— 1)(2x? - 5x1) 2. @x—1)Ge4 — 323 +2? - 5x +12) SDUHSD Math 3 Honors1.2H Which is Greater? A Solidify Understanding Task (-~\ In previous mathematics courses, you compared and analyzed growth rates of polynomial yin gro \__) Gmostly linear and quadratic) and exponential functions. In this task, we are going to ~~" analyze rates of change and end behavior by comparing various one variable expressions. 1. Compare and contrast linear, quadratic, and exponential functions. 2. a, Write the following functions in order from least to greatest when the value of x is zero. AG) =x7-20 © Bx) =x5-4x741 C&) =x+30 D(x) =x -1 EQ@) =x +x?-4 FQ) = x? + 3x b. Doyou think this order would change when x represents other numbers? » i XX 3. Write the same functions in order from least to greatest when x represents a very large number (this number is so large, itis ‘close to’ or approaching positive infinity and is denoted as x — 09). 4. Write the same functions in order from least to greatest when x represents a number that is approaching negative infinity (as x + —00).. SDUHSD Math 3 Honors ‘©2014tp:/ erick com/photos/soatingbied/IZ 5. When comparing functions, how does the order change depending on the values of x (close to negative infinity, zero, and close to positive infinity)? Hint: think about the degree of the function and where it is located in each list. © 6. Determine where you would insert the following functions in your list from question 3, Then rewrite your list to contain all the functions. 6@=() H@)=%7 1@) JG) = x6 K@) =2* 7. Now insert these same functions to your list from question 4 and rewrite the order. 8. Write your process for ordering one variable polynomial functions for both extremes (when x CO approaches infinity as well as when x approaches negative infinity). VY 9, Discuss any other features of the functions you notice. ‘SDUHSD Math 3 Honors3 Name Polynomial Functions |1.2H Ready, Set, Go! A () Ready ‘Topic: Combining polynomial functions graphically. Use the graphs of f(x) and g(2) to sketch the graph of the following, Use the values on the graphs to produce your sketch, Do not write and combine equations. 1 f@)+9@) 2 f@)-9@) [ TT t 4. Complete each sentence below. a, The sum of two linear functions is... b, The difference of two linear functions is... ee c. The product of two linear functionsis... VY SDUHSD Math 3 HonorsSet Topic: Ordering real number expressions Order the following numbers from least to greatest without using a calculator. 5. 1008 vi00 ogy 100 100 6. 2 vi00 loge @ 0 mee vie log, 8 2 a, 2300 og; 100 vi00 100? Which is greater? For each problem, make a true statement by placing the appropriate inequality symbol between the two expressions. (Hint: think about what you know about the expression and the end behavior as well as rates of change of a function instead of plugging in values). Ifx <-100, then: Ifx > 100, then: 12.x38@_2 13. x8__a? 1 x?__23 14, x? SDUHSD Math 3 Honors M4Go Topic: Combining functions (- Perform each operation. Write your answers in standard form, (15. FG) = x8 + 3x? + 4er8, g(x) = 3x8 — x3 + 3x? f@) +9@) = 16. f(x) = 3x? + 4x, 9(x) = F@)-9@) = 17, f(@) = xt — 6x? + 5x9, g(x) = 2x? - 7x4 +6 9) — FR) = ) A Graph each set of functions on the same axes. Label each function and state how the functions are related to the graphs of their parent functions. Features in common: O SDUHSD Math 3 Honors INS19. f(x) = 3Vx=2 G Features in common: g9@) =3(@-1)-2 AG) =F @—1)?-2 Features in common: ‘SDUHSD Math 3 Honors1.3H Warm Up Graphing Function Operations © Use the graphs of f (x), g(x), and h(x) to sketch the graphs of the followi a 1 f (x) + g(x). y US 4 5. Complete each sentence below. a. The sum or difference of two linear functions is... b, The product of two linear functions is... c. The sum or difference of a linear function and a quadratic function is... © SDUHSD Math 3 Honors nm1.3H All About Behavior A Practice Understanding Task Part 1: For each situatio * Determine the function type. Ifit is a polynomial, also state the degree of the polynomial and whether it is an even degree polynomial or an odd degree = polynomial. i + For each, state the end behavior based on your knowledge of the function Use the format: 5 Asx > —0, f(x) > and asx + 0, f(x) > z Use the graphs below to determine the type of function, degree, if the degree is even or odd, and £ describe the end behavior of each function, : a 3 ‘Type of function: ‘Type of function: O Least Degree: Least Degree: Even or Odd Degree: Even or Odd Degree: End Behavio End Behavior: asx —,f(x) >___ asx > —e, f(x) 9 asx 00, f(x) > __ asx + 00, f(x) > ___ SDUHSD Math 3 HonorsFt Echt ‘Type of function: ‘Type of function: Least Degree: Least Degree: Even or Odd Degree: Even or Odd Degree: End Behavior: End Behavior: asx > —09, f(x) > _ asx + ~00, f(x) > __ asx 00, f(x) > __ asx 0, f@) > ‘Type of function: Type of function: Least Degree: Least Degree: Even or Odd Degree: Even or Odd Degree: End Behavior: End Behavior asx 00, f(@) 9 asx» —00,f(x) > __ © asx > ©, f(x) > asx 00,f(z) > __ SDUHSD Math 3 Honors7. f@)=3+2x 8. f@) =x4-16 9% f@)=3* ‘Type of function: ‘Type of function: ‘Type of function: Degree: Degree: Degree: Even or Odd Degree: Even or Odd Degree: Even or Odd Degre End Behavior: End Behavior: End Behavior: 10. fe) =x + 2x? x45 1. f@) =~ 2x3 + 2x?@-x+5 12. f(x) = loge x Type of function: ‘Type of function: Type of function: Degree: Degree: Degree: Even or Odd Degree: Even or Odd Degree: Even or Odd Degree: End Behavior: End Behavior: End Behavior: 13. fe) =-2(x-3)(%+4) 14. f@) =ve-3 15. f) = 3 - DE+DE-4) QO ‘Type of function: ‘Type of function: ‘Type of function: 7 Degree: Degree: Degree: Even or Odd Degree: Even or Odd Degree: Even or Odd Degree: End Behavior: End Behavior: End Behavior: ‘SDUHSD Math 3 Honors2 Part 2: Use the functions from questions 1-15 to answer the following, Write a short explanation for each answer. /Z~ 16 Compare questions 10 and 11: Which has the greatest value as x ~> co? © 17. Compare questions 3 and 12: Which has the greatest value as x — 00? 18. Compare questions 1 and 14: Which has the greatest value at as x > 00? 19. Compare questions 8 and 10: Which of these two polynomials has the highest degree? (7° 20. Compare questions 4 and 13: Which has the highest maximum value? ¢ NS 21, Compare questions 10 and 14: Which has the greatest average rate of change over the interval [15,20]? 22, Compare questions 3 and 5: Which grows faster as x -> 00? 23, Extension: Create three comparison questions of your own (be sure you know the answer), SDUHSD Math 3 HonorsName Polynomial Functions |1.3H Ready, Set, Go! : Ready ‘Topic: Forms of linear and quadratic functions The different forms of linear and quadratic functions are listed below. Determine what features of the function/graph can quickly be determined based upon the structure of each form of linear and quadratic functions. Linear Quadratic 4. Standard form: ax + by =¢ 4, Standard form: y = ax? +bx-+¢ 2. Slope-intercept form: y = mx +b 5. Factored form: y = a(x —1)(¢— 172) 3. Point-slope form: y = m(x — x4) +91 6, Vertex form: y = a(x — A)? +k For each, write what you know about the function (including end behavior) and then graph. 7. Equation: f(@) = (x — 2) +3) Graph: What I know about this function: Intercepts: Domain: Range: Maximum(s): Minimum(s): I Intervals of increase/decrease: bocce End behavior: Asx > =0, f(x) > Asx 30, f(x) > SDUHSD Math 3 Honorsuw @ Equation: 9) =(@+D@—-De-2 ‘What I know about this function: Intercepts: Domain: Range: Maximum(s): Minimum(s): Intervals of increase/decrease: End behavior: Asx 0, g(x) > _ Asx 90, g(x) > Graph 5) 9, Equation: y = —x? — 4-6 ‘What I know about this function: Intercepts: Domain: Range: Maximum(s): Minimum(s): Intervals of increase/decrease: End behavior: Asx 9-00, y> Asx 0, y> Graph: SDUHSD Math 3 Honors24 10. Equation: h(x) = vx +2 What I know about this function: Intercepts: Domain: Range: Maximum(s): Minimum(s): Intervals of increase/decrease: End behavior: Asx>___, AG) > Asx 0, h(x) > Set ‘Topic: End behavior of various types of functions Determine the function type and state the end behavior in the formas x + __, f(x) > _. AL f(x) =x? + 12x-1 12. g(x) = 4-2" © a8 $1 xt + 38x—1 Use the equations in questions 11-14 to answer the following: 15. Which function above has the greatest value at x = 1,000? 16. Which function above is always increasing? 17. Which function above is always decreasing? 18, Which function above has a maximum value? 19. Which function above has a minimum value? SDUHSD Math 3 HonorsGo Topic: Solving equations A solve for, (20. 2787 = 9-2 LO) 22, log, x + logz(x— 7) =3 © 24.44) @- 3D = SDUHSD Math 3 Honors 21, 2x7 4424320 25, 4x4 — 16x3 + 16x? = 0 ee14H Warm Up This is the End State the end behavior for the given graphs. Be sure to use correct notation (As x > too, f(x) + too). © a b. « | ‘Type of function: ‘Type of function: ‘Type of function: Least Degree: Least Degree: Least Degree: Even or Odd Degree: Even or Odd Degree: Even or Odd Degree: End Behavior: End Behavior: End Behavior: as x ~c0, f(x) > asx > 0, f(x) > a ‘Type of function: Least Degree: Even or Odd Degree: End Behavior: as x7 0, f(x) > asx 00, f(x) > SDUHSD Math 3 Honors as x -0,f(x) > asx @,f(x) > ‘Type of function: Least Degree: Even or Odd Degree: End Behavior: as x9 —09,f(x) > asx @, f(x) as x —09, f(x) > asx 0, f(x) > f © ‘Type of function: Least Degree: Even or Odd Degree: End Behavi as x+-3,f(x) > asx — 0, f(x) >» 3 1.4H Polynomial Connections A Solidify Understanding Task ‘This task is about using what we know to make conjectures about features of (_) polynomial functions. Use the graphs above to complete questions 1—6, On the same set of axes, graph the solution to each question. Record observations about the relationship(s) between the original functions and the new function, Lf) +p@) 2. fiey ote: Observations: Observations: SDUHSD Math 3 Honors ©2014hty://wwweicke-com photos jondlssed/6, £@) +9) -hG) Tae Observations: Observations: 7. Describe your strategy for combining functions graphically. What methods did you seem to use more often? 8, Based on your experience in this task, describe the results when you add, subtract, or multiply linear functions. Make as many conjectures about the results of adding, subtracting, and multiplying linear factor equations and the resulting polynomials as possible. SDUHSD Math 3 Honors 2¢27 Name Polynomial Functions | 1.4H Ready, Set, Go! A \C \Ready ~~ Topic: Solving equations. Solve for x. 1, Sx? -16x+15=4x-5 2. 342)? +4=13 3, 8x?-14x-9=0 a 4 e —3e*+2=0 5. Qx-1@+ Hx +2)=0 6. BI = ‘) » Set Topic: Combining polynomial functions. Given f(x) = x + 3x + 2, g(x) = 5x — 4, and h(x) = x3 + 2x —5, find: 7. f@)+9@) 8. f@)~g@) % $F) 9@) 10. h(x) + g(x) 11. f(x) ~ hx) 12. A(x) - g() SDUHSD Math 3 HonorsGraphs of the individual functions are given. Graph the solution on the same set of axes. f@ext1 RO r a pe) =2x+4 m(x) = x? 13. ihhtp é Go ‘Topic: Simplifying expressions containing exponents oy? ; 6x49 oe *) aS SDUHSD Math 3 HonorsdM Topic: Solving logarithmic and exponential equations, Solve each equation, A 22, loga(3x — 5) = log, (x + 17) 23, 64°-3 = 512 o) 24, logs (6x +9) = 5 2s. (2)" = a1? ‘Topic: Multiplying polynomials, =a, Multiply each. Simplify solutions by combining like terms Ors (@a+b)(a+b) 27. @— 3)(x? + 3x +9) 28. (x 5)(x? + Sx +25) 29, (x +1)? —x +41) 30. (x + 7)(x? — 7x +49) 31. (@~b)(a? + ab +b?) 6 SDUHSD Math 3 Honors1.5H The Expansion A Develop Understanding Task Polynomial functions have interesting characteristics. The degree of the polynomial not only tells us information about the end behavior of the function, italso tells us about the number of roots. This idea is called the Fundamental Theorem of Algebra ‘The theorem states: An n'* degree polynomial function has n roots. You have seen how all linear functions have 1 root (in this case, it was the x-intercept), quadratic functions have 2 roots (these were sometimes the x-intercepts, but could also be imaginary). You found that a was a root of a function if f(a) Here is an example: f(x) = x? — 3x — 18 has roots x = —3 andx ‘The graph at right illustrates the roots of f(x): because f(—3) = 0 and f(6) As we move onto polynomials with degree greater than two, let’s see if The Fundamental Theorem of Algebra holds true for all polynomial functions. Make a conjecture as to the shape of each function and sketch this conjecture on the graph below. Note: in question 7, you will be testing your conjectures using technology. 1 fe @t)@-2) 2 f@)=x@+1)? 3 f@)=@+1?@-2)? QO / Conjecture: Conjecture: Conjecture: SDUHSD Math 3 Honors4 f@)axtt 5. f@)=@+1? 6 F@=@+18 Conjecture: Conjecture: Conjecture: 7. Once you have made a conjecture about the graphs, confirm your solutions (using technology) and sketch the graph in a new color on the same set of axes. How were your conjectures confirmed? What do you need to adjust? Ce © 8. Describe the number and types of roots of each function from questions 1-6. How does you know about polynomials and the Fundamental Theorem of Algebra? match what £@) = @+D@-2) f(@) =x +1)? £@) = e+ 1)?@ - 2)? FO) FQ) = @ +1? f@)=@+1) SDUHSD Math 3 Honors4 9, Without using technology, sketch the graph of each function, Be sure to accurately show what happens along the x-axis for each, a fe) =(@—3)2@+5) b. a) = Ex +1) c kG) =x2x4+1P@-1 oO 10, Find a possible equation for the given graphs. a. b © SDUHSD Math 3 Honorsomial Functions Name Ready, Set, Go! A \_/ Ready ‘Topic: Describe the features of various functions. Identify the features of the following functions. (Features include domain, range, intercepts, and end behavior). a : : 3. Range: Range: Range: _—~ “intercepts: xintercepts: xintercepts: A _/ — yintercept: intercept: J-lntercept: End Behavior: End Behavior: End Behavior: Topic: Combinations and permutations Permutations Combinations a _ P= Gon we Filan Find the number of permutations or combinations, 6 le A sz 5S. 4Pa SDUHSD Math 3 HonorsSet ‘Topic: Features of polynomial functions Write the key features of each function (intercepts, end behavior, and where the function is increasing/decreasing), then graph. 7. Equation: f(x) = (x — 1)? ‘What I know about this function: End behavior: Asx —0, f(x) > Asx 0, f(x) > Graph: 8, Equation: A(x) = (x? — 1)@? — 1) ‘What I know about this function: End behavior: Asx 3 —0, A(x) > Asx> 0, AQ) > ‘SDUHSD Math 3 Honors 36‘9. Equation: A(x) = (x — 3)(@r + 4)(x +1) ‘What I know about this function: End behavior: Asx —0, h(x) > Asx 0, h(x) > 10. Equation: f() = x* What I know about this function: End behavior: Asx 0, f(x) > Asx, f(x) > SDUHSD Math 3 Honors 42Go Topic: Comparing functions in different forms. Use functions a-h to answer the questions below. a. f(x) =3-2x d@. f(x) =3@-1@+2@-4 b. f() =log.x c f(x)=veF1 e. f@)=—223 + 2x x45 11. Which function(s) do not have a domain of all, real numbers? 13, Which function(s) have exactly two x-intercepts? 15, Compare d and fi which has the greatest value as x00? 17. Compare e and h: which has the greatest value as x00? 19. Compare b and fi which has the greatest average rate of change over the interval [15,20]? SDUHSD Math 3 Honors 12, Which function(s) do not have a range of all real numbers? 14. Compare a and c: which has the greatest value as x0? 16. Compare fand g: which has the greatest value as x70? 18. Compare g and h: which has the highest relative maximum value? 81.6H Behavior Management Warm Up CQ Sketch the graph of each of the following functions. 1. f@)=x-2 2 ge) =(x-2)? 3. hG) = @-2)* 4 j@)=@-2)* 5. Where does each function above cross the x-axis? 6. What are the differences in how the functions above cross the x-axis? UO ‘SDUHSD Math 3 Honors 34Yo 1.6H Binomial Expansion A Develop Understanding Task You may have noticed that the questions in today’s warm up are similar in that they contain the same binomial, but are raised to different powers. [= 1. Rewrite the following problems in expanded form, Multiply the expanded form to obtain a polynomial $ expression without parentheses: 2 z f@)= (a+b f@) = (a+b? F(x) = (a+b)* i Expanded/standard form: Expanded/standard form: Expanded/standard form: : E 6 The coefficients of these polynomials are written in the table below, Look for patterns in the table and complete the remaining rows. Then use this table to answer the questions that follow. (a+ by 1 +5) 11 +o? 121 (a+ 1334 @tby* O cape lo ) Gray (a+b) a+b SDUHSD Math 3 Honors2, Based on the pattern above, what do you think the coefficients would be for (a + b)*? How about (a+b)? Describe how you find the coefficients of the binomial expansion for (a + b)*? 4, You found in question 1: (a + b)? = a? + 3a*b + 3ab? +b? a, What can be said about the sum of the exponents in each term? b. What do you notice about the powers of a in each term of the polynomial expression when written in descending order? ~ 5. Expand (x + 2)* using the work from the previous problems. 6. Expand (x ~ y)°. 7. What do you notice about the signs between the terms in question 6? Why do you suppose this happens? ¢ SDUHSD Math 3 HonorsThe triangular pattern you developed in question 1 is quite famous, Itis known as Pascal's triangle, named after the French mathematician Blaise Pascal, There are numerous patterns in the rows and diagonals of Pascal's triangle. There is even a formula for computing the value at any place in Pascal's triangle. The combination »C, will find any number in row n (note: the top row is considered row zero). Use combinations to complete the next row below. @ Co Co aC Lo sale Co aC alka Expand each of the following binomials: 8 (+3) 9% (x41) 10. (3x —2)* 11, Find the value of the coefficient in the 5% term in the expanded form of (x + 1)’. Do this without expanding the entire binomial. 12, Find the value of the coefficient in the in the term that has x* in the expanded form of (xx — 2), Do this without expanding the entire binomial. ‘SDUHSD Math 3 Honorsa © Ready Name Ready, Set, Go! ‘Topic: Arithmetic of polynomials In the task To Be Determined ... we defined polynomials to be expressions of the following form: gx" + yx" 2"? $y 9X9 + thy gt? + yak + Oy where all of the exponents are positive integers and all of the coefficients aa ...a, are constants. Do the following for each of the problems below: A. Choose the best word to complete each conjecture. B, After you have made a conjecture, create at least four examples to show why your conjecture istrue, C. Ifyou find a counter-example, change your conjecture to fit your work. 1. Conjecture #1: The sum of two polynomials is [always, sometime, never] a polynomial. A. Best word choice: B. Atleast 4 examples: . Counter-example (D2 Conjecture #2: The difference of two polynomials is always, sometime, never] a polynomial A. Best word choice: B. Atleast 4 examples: . Counter-example 3. Conjecture #3: The product of two polynomials is [always, sometime, never] a polynomial. A. Best word choice: B. Atleast 4 examples: . Counter-example SDUHSD Math 3 HonorsSet Topic: Binomial expansion Use Pascal's Triangle to help you expand each binomial. 4. @+ayt 6. @+y?)? 8. Find the 3* term in the expansion of (x — 3) 9, Find the 24 term in the expansion of (2x — 3)” ‘SDUHSD Math 3 Honors 5. (x+2)8 7 Q@x-yGo ‘Topic: Solving polynomial equations Factor each polynomial. Then use the zero product property to solve for the variable. ( )10. a - 707 +6 =0 11. at +70? +6 =0 12. 16m*—1=0 13. 4y? + By — 21 O SDUHSD Math 3 Honors Lsab Topic: Solving inequalities Solve each inequality by placing the zeros of the related equation on a number line and checking a value in each interval. Express your solutions to the inequality in interval notation, Example: (x +5)(¢-2)(«-7) 20 Related equation: (x + 5)(x ~ 2)(x- 7) = 0 Zeros of the related equation: —5,2,7 False True oes 7 8% 4 Solution to the inequality: [—5,2] U [7,00) 14x? +7x4+6<0 15.3x-S>2 16. (+ 1)@- 1-5) <0 17. $x? -17x+14>0 SDUHSD Math 3 Honorsuy 1.7H Warm Up UnBoxing Polynomials F>\ Use the box method to multiply the polynomials in questions 1-4. 1 (2x? +3x—-D)Gx+2) 2, (4x? —5x+1)(2x-3) 3. The product of two polynomials is x* + 7x? + 7x — 15. One of the factors is x +3. The box method can be used to find the other factor. This process is started below: a -s 3 eee +3 715 a. Explain how you know that the x? and ~S terms can be added to the top of the box as shown? b. Use'what you have learned about polynomial multiplication using the box method to find the values missing from each cell as well as the remaining factor across the top. x2 =8 +3 -15 SDUHSD Math 3 Honors4, Use the box method that was developed in question 3 to divide the following polynomials: a (2x3 + 14x? + 19x- 20) +(x +4) b, (3x3 + 8x? + 12x +2) +(x-6) SDUHSD Math 3 Honors 4g O44 1.7H Seeing Structure APractice Understanding Task Claire and Carmella were having a discussion about how easy it is to graph polynomial ) functions, Claire stated: “All you need to know to sketch the graph of a polynomial function is the degree of the polynomial. The degree will tell you the end behavior and the number of times the graph will cross the x-axis.” Carmella mostly agreed, however, she thought there ‘was something not quite right with this statement. 1. Modify Claire's statement about sketching the graph of a polynomial function: tsps ww Sic com/photas/mgayendat/479S60639 For each function, identify the end behavior and roots (inclu: 2. Equation: f(x) = —x(x — 2)( — 4) Graph: Roots (including multiplicity): End behavior: BiTes4sforasaso7 ss Asx 0, f(x) > 5 C ( Asx om, f(x) > 3. Equation: f(x) = @— 1)? + 4x +4) Graph: Roots (Including multiplicity): Be esaa foresee eye o End behavior: Asx —0, fx) >___ Asx 3%, f@)> SDUHSD Math 3 Honors4 ‘Equation: f() =x =x Roots (including multiplicity): End behavior: Asx > 0, fx) > Asx, FQ) > Graph: Se7esas ty, 2 ras as eves i f(x) = x4 - 16 Roots (including multiplicity): End behavior: Asx +o, fZ)> Asx, f@) 9 (2 +4)@?-4) SDUHSD Math 3 Honors 06. Equation: f(x) =x? + 2x3 Roots (including multiplicity): End behavior: Asx > —0, f(z) > Asx ©, f(x) > Graph: T Sores aso [o1 2s aser es : e 7. Equation: f(x) = x3 —x?+5x—5 Hint: x = 1 is aroot Roots (including multiplicity): End behavior: Asx > 0, F(Z) > Asx 0, f(x) >___ Graph: o7ss45 74, iss abetes 8. Explain how you are able to graph a polynomial that is not already in factored form? 9. Ifyou know one root of a cubic function, how do you find the other roots? Explain, ‘10, Return to question 1. Make any additions /alterations to your statement(s). SDUHSD Math 3 Honors g)SZ Name Polynomial Functions _[1.7H Ready, Set, Go! Ready Topic: Factoring special products 2, 9x? — 16y? 3. a?x? — pb? Factoring Rule for the Sum of Cubes: a + b* = (a + b)(a? — ab +b?) Fb? = (a—b)(a? +ab +b?) 4, 64x39 — 125 5. 27x3 +8 6. 1000x5 Set ‘Topic: Finding zeros of polynomial functions. oO Find all zeros of each polynomial, then sketch the graph. Use technology to check your answer. 7. f@)=x?-25 8. g(x) = 427-9 9. h(x) = x(x? — Sx + 6) ‘SDUHSD Math 3 Honors10. f(x) = x7 +25 1L g(x) = 42749 12. h(x) = x(x? + 5x +6) Topic: Using polynomial division 13. The product of two polynomials is x3 + 4x* + x — 6. One of the factors is x — 1. Use the box method to find the other factors. e 14, Use the box method to divide the following polynomials, (3 — 10x? + 29x — 56) +(x-7) Oo SDUHSD Math 3 Honors S3Go Topic: Multiply polynomials Multiply each expression. Express your solutions in simplest form by combining like terms, 15, Gx ~5)(3x +5) 17, (= 2)? + 2x +4) Hint: Binomial expansion 19, Expand: (2x + 5)? SDUHSD Math 3 Honors 16. (7x + 4)(7x + 4) 18. («+ D@?—x+1) 20. Find the 6% term in: (2x — 5)” su ©$$ 1.8H Warm Up it's Allin Your Imagination (--~ Use the given information to factor the polynomial completely. Then, use the factorization to find all the _) zeros/roots of the function, L f@)axtt+x?+4xt4 2. g(x) = 4x3 -12x7 42-3 (x +1) isa factor (1,10) is on the graph y= 4is the y-intercept ~3 is the y-intercept (1,10) is on the graph (3) =0 a VU SDUHSD Math 3 Honors1,8H Graphing All Poly’s A Solidify Understanding Task Part I: Connecting the number system to polynomials. 4, Write everything you know about the following polynomial: ae I 2. Incase this was not part of what you wrote in question 1, use function notation to highlight values of importance for this function. (For example: f(0) = 6) 3, The graph above gives us quite a bit of information to assist in writing the equation. What if, instead, you have a polynomial function written out in standard form and are given one factor, how could you determine the graph of the function? SDUHSD Math 3 HonorsPart it For each cubic function, one factor is given. Do your best to find the remaining factors, use this information to determine all roots of the function, and sketch a graph. ‘(Use technology to confirm your results. 4, Function: f(x) = x3 + 3x? — 4x —12 Graph: Factor: (x +3) cE I corr Roots of function: (FAVS. Funetion: f(x) = x9 — 2? + 4x—4 )" Ractor: (32 +4) Roots of function: SDUHSD Math 3 Honors 66, Function: f(x) = x* + 9x? + 17x? -9x-18 f(-3) =0 Roots of function: 7. Find all linear factors and graph: f(x) Roots of function: SDUHSD Math 3 Honorsx4 Part Il Given the roots, find the factors and write a polynomial equation of least degree in standard form. CQ 8. Roots: 3,—4, and 0 9. Roots: V3, —V3,—2 10, Roots: ~6,3 + 2i, and 11, In the questions above, are there other polynomial equations that would produce the same roots? Explain, SDUHSD Math 3 HonorsFind the polynomial function with least degree and rational coefficients that satisfies the given conditions, 12. f(2),= 0, f(-5D) = 0, f(0) = 750 13, Roots: V7,3 and passes through the point (2, 6) 14. F(-2) = 0,F@ = 0,f(1) = 0, FQ) = 12 15. What have you learned about polynomial functions as a result of this task? Discuss concepts such as roots (rational, irrational, imaginary), intercepts, end behavior, factors of the polynomial function. SDUHSD Math 3 Honors GO Co)Gl Name Polynomial Functions kh HL Ready, Set, Go! Wy ‘Topic: Graphing polynomial functions Without using technology, sketch a graph of the polynomial function described (if possible). Ifnot possible, state why not. 1. Acubic function with one negative zero 2. Aquartic function (4* degree) with a negative (multiplicity 2) and one positive. leading coefficient, a positive y-intercept, one negative double root, one positive zero, and one additional zero. 4. Aquartic function with zero real roots, a positive leading coefficient, and a positive y-intercept. SDUHSD Math 3 Honors62 Set ‘Topic: Finding factors of polynomial functions Find all linear factors and sketch the graph of the polynomial functions (unless you see another - method that allows for quicker graphing. Ifso, explain method), O 5. f(x) =x3 5x? 6. f@) =xt-25 Sane t 8 fG@) axe t2xrtx+2 oO Hint: one rootis i SDUHSD Math 3 Honors63 Use the Remainder Theorem to determine if the following are roots to the given equation. If so, find the other roots and graph the equation. Then write the function in factored form. 9. FG) = x9 + Sx? +2x-8; fF) 10. f@) =x =x? 2x; F(A) Writing polynomial functions given roots Write the polynomial function in standard form with least degree using the given information, Make sure to include any missing conjugate pairs. 11, Leading coefficient: 2; roots: 2, V2 12, Leading coefficient: —1; roots: 1,1 +-V3 13. Leading coefficient: 2; root 14, Passes through the points (2,0), (3,0), (2,0), (0,1) SDUHSD Math 3 HonorsoY Go Topic: Expanding binomials Use Pascal's triangle to help expand the following binomials. oO 15. (2x—3)¢ 16. (Ba +28)? Topic: Finding roots of polynomial functions Find the roots of the polynomial functions using the given information, 17. fe) = xt + x9 — 3x? — x +2, x = 1 isa double root (multiplicity of 2) 18. g(x) = x3 ~ 7x? 43x21, 9(7) =0 ‘Topic: Factoring polynomials Factor each polynomial completely. 19. x4 — 7x? +12 20. x* — 15x? ~16 ‘SDUHSD Math 3 Honors1.9H I Know, What Do You Know? is it ‘ask. (7 Use the information provided to graph and write out the polynomial function in factored form. Note: you may have to determine other roots based upon what is given T. Degree of the polynomial: 3 Graph: Given roots: -2,1,1 Leading coefficient: —2 Additional roots: Equation factored form: Equation in standard form: http://www flick. com/photos/chrisbrenschmnidt/10319558 =f Boresasajotsa ese ee Degree of the polynomial: Graph: Given roots: 2+1,4,0 Leading coefficient: 1 Additional roots: Equation factored form: Equation in standard form: 7esasajorasasetes 2 ‘SDUHSD Math 3 Honors3. Degree of the polynomial: 2 Given roots: v2 Leading coefficient: —1 Additional roots: Equation factored form: Equation in standard form: Sa7e4usa fore sas 67 so 2 i If Tknow...What do you know? For each problem, what I know about a function is given. Your job is to complete the table of information with what you know. 4. Function: FG) =2@-1)@ +3)? End Behavior: Asx > 0, fx) > Graph: Asx +00, f(x) >__ Roots (with multiplicity): Value of Leading Coefficient: SepeSae ete eset eS Degree: Domain: Range: All real numbers SDUHSD Math 3 Honors 4‘5. Function: End Behavior: Asx —0, f(x) > _o2 (Asx, f(@@)2__ Roots (with multiplicity): G,0),m=1 (-1,0),m = 2 (0,0),m = 2 Value of Leading Coefficient: —1 Degree: Domain: Graph: susan foresee eres 6. Function: End Behavior: Asx > —0, f(x) > _ Asx >, f(x) >__ Roots (with multiplicity): Value of Leading Coefficient: Degree: Domain: Range: SDUHSD Math 3 Honors 67Without using technology, sketch the graph of the polynomial function described. The term “imaginary roots” means complex zeros. 7. Acubic function with a leading coefficient of -2, 8. A cubic function passing through the point (0,4), with two negative zeros and one positive, with one negative zero and one positive double 9, Aquartic function with a leading coefficient of |_—_ 10. A quartic function with a leading coefficient of 2, —3, with two imaginary roots and one positive with two negative zeros and one positive double root. ‘SDUHSD Math 3 Honors 68 ©Wn to Find all factors and sketch the graph of the polynomial functions. 12. FC) 11. f@) = x3 ~x? Factors: & e >) Q Factors: 14. f(x) = x8 - x7 49x-9 t Factors: FAB i@ as 2 ‘SDUHSD Math 3 Honors \10 Name Polynomial Functions |1.9H Ready, Set, Go! Ready Topic: Solving polynomial, logarithmic, and rational equations. Solve for x. 1 2G-2e+1? 2 6x? +x=12 3. xt-2401=0 4 44-950 5. log, 9 = © ‘Topic: Using the Remainder Theorem Find f(3) for each polynomial and state whether or not (x — 3) is a factor. 7. $@)=23-9243 8. FG) = x3 - 9x? + 27% 28 9. FG) = 2x3 - Sx? - 12% +27 SDUHSD Math 3 HonorsSet ‘Topic: Graphing polynomial functions. Complete the information below using the graph Cyto ninaon | Co fear End Behavior: rt “ot = Asx ©, f(@) >__ oe Asx 0, f(z) cy Roots (with multiplicity): Value of Leading Coefficient: Domain: Range: 11. Write the polynomial function with least degree, in both factored and standard forms, given the following roots and a point that the function passes through. Roots: 41,3, Point on the grapl Factored Form: 0,9) Standard Fort SDUHSD Math 3 Honors 722 ‘Without using technology, sketch the graph of the polynomial function described. 12, Acubic function with aleading coefficient of 1, 13. A quartic function with a leading coefficient of 1, with one positive zero. with two double zeros, 14. A cubic function with a leading coefficient of —3, 15. A quartic function with a leading coefficient of 2, with one positive triple root. with two negative zeros and two imaginary roots. coo - t Cet pr ‘SDUHSD Math 3 Honorsve Go Topic: End behavior A Circle the expression that has the greatest value of f(x) as x 00, “16 2 x5 logx V7. ava)” 18. 3+2* eS +x2-4 2(3*) ae ‘Topic: Determining the type of a function based on a table of data. 19. Determine the type of each function, Then find an explicit equation for each. © coom TO) ea) az e@. = 26 35 27 0.015625, 251 =4 17, 24 22 0.03125, —129 =3 10 1s 17 0.0625, —55 =z 5 12 0.125 BAe Pee 2 7 0.25 -3 o 1 2 0S oa 1 2 -3 1 1 2 s oO -8 2 15 3 10 3 -13 4 53 4 17 8 -18 8 127 5 26 15 =23 16 249 SDUHSD Math 3 HonorsThe Gift A Develop Understanding Task Chile is celebrating her Quinceafiera, Hannah knows the perfect gift to buy Chile, but it costs $360. Hannah can’t afford to pay for this on her own so thinks about asking ? some friends to join in and share the cost. a = NER & 1. How much would each person spend if there were two people dividing the cost of the gift equally? How much would each person spend if there were three people dividing the cost equally? Five people? Ten? = & One hundred? : é 2, Determine the function that could be used to model the amount each person would spend depending on the number of people contributing to the gift. 3, Use multiple representations to show how the amount each person would contribute to the gift would change depending on the number of people contributing, Describe the connections between the representations. 4, Describe the features of the function based on the context (domain/range, increasing/ decreasing, maxima/minima, discrete/continuous, end behavior, intercepts, asymptotes). SDUHSD Math 3 Honors17 5, Kristina is taking a 100 mile day trip with her family. a. Howlong will the trip take if Kristina’s family averages 30 miles per hour? 55 miles per hour? or 65 miles per hour? b. Write a function that describes the time it takes to make this trip as a function of the car’s speed, Identify the meaning of the variables. & Use the values from part a as well as some additional values to complete the table. Then graph this function. CO NY d. Itis said that the time it takes for Kristina’s family to travel varies inversely with the average speed ofthe car. Describe what you think this means in your own words. Cy UO SDUHSD Math 3 Honors