Section 3.

1
Quadratic Functions and Their Graphs

Heads UP!!!
Many sports involve objects that are thrown, kicked, or hit, and then proceed with
no additional force of their own.
Such objects are called projectiles.
In this section of your textbook, you will learn to use graphs of quadratic
functions to gain a visual
understanding of various projectile sports.

Objective #1: Recognize characteristics of parabolas.

Solved Problem #1 Pencil Problem #1
1. True or false: The vertex of a parabola is also called 1. True or false: The vertex of a parabola is always
the turning point. the minimum point of the parabola.

True

Objective #2: Graph parabolas.

Solved Problem #2 Pencil Problem #2
2a. Graph the quadratic function: f ( x )   ( x  1) 2  4 2a. Graph the quadratic function: f ( x )  ( x  4) 2  1

Since a  1 is negative, the parabola opens downward.

The vertex of the parabola is  h, k   1, 4  .

Replace f ( x ) with 0 to find x–intercepts.

0    x  1  4
2

 x  12  4
x 1   4
x  1  2
x  1  2 or x  1  2
x3 x  1
The x–intercepts are 1 and 3.

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Algebra and Trigonometry 6e

Set x  0 and solve for y to obtain the y–intercept.

y   (0  1) 2  4  3

2b. Graph the quadratic function f ( x )   x 2  4 x  1. 2b. Graph the quadratic function f ( x )  x 2  3 x  10.
Use the graph to identify the function’s domain and Use the graph to identify the function’s range.
its range.

Since a  1 is negative, the parabola opens downward.

The x–coordinate of the vertex of the parabola is

b 4 4
    2.
2a 2  1 2
The y–coordinate of the vertex of the parabola is
 b 
f     f (2)  (2)2  4(2)  1  5.
 2a 

The vertex is  2,5 .

Replace f  x  with 0 to find x–intercepts.
0   x2  4 x  1
 b  b2  4ac
x
2a
4  42  4( 1)(1)
x
2( 1)
x  2 5
x  0.2 or x  4.2
The x–intercepts are 0.2 and 4.2.

Set x  0 and solve for y to obtain the y–intercept.

y  0 2  4  0  1  1

Domain:  ,   Range:  ,5

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 Section 3.1

Objective #3: Determine a quadratic function’s minimum or maximum value.

Solved Problem #3 Pencil Problem #3
3. Consider the quadratic function 3. Consider the quadratic function
f ( x )  4 x 2  16 x  1000. f ( x )  4 x 2  8 x  3.

3a. Determine, without graphing, whether the function 3a. Determine, without graphing, whether the function
has a minimum value or a maximum value. has a minimum value or a maximum value.

Because a  0, the function has a minimum value.

3b. Find the minimum or maximum value and determine 3b. Find the minimum or maximum value and
where it occurs. determine where it occurs.

b 16
The minimum value occurs at    2.
2a 2 4
The minimum of f ( x ) is f (2)  4  22  16  2  1000
 984.

3c. Identify the function’s domain and its range. 3c. Identify the function’s domain and its range.

Like all quadratic functions, the domain is ( ,  ).

Because the minimum is 984, the range includes all real

numbers at or above 984. The range is  984,   .

Objective #4: Solve problems involving a quadratic function’s minimum or maximum value.
Solved Problem #4 Pencil Problem #4

4. Among all pairs of numbers whose difference is 8, 4. Among all pairs of numbers whose sum is 16,
find a pair whose product is as small as possible. find a pair whose product is as large as possible.
What is the minimum product? What is the maximum product?

Let the two numbers be represented by x and y, and let

the product be represented by P.

We must minimize P  xy.

Because the difference of the two numbers is 8, then

x  y  8.

Solve for y in terms of x.

x y 8
 y  x 8
y  x 8

Write P as a function of x.
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Algebra and Trigonometry 6e

P  xy
P( x )  x( x  8)
P( x )  x 2  8 x

Because a  0, the function has a minimum value that

b
occurs at x  
2a
8

2 1
 4.

Substitute to find the other number.

y  x 8
y  48
 4

The two numbers are 4 and 4.

The minimum product is P  xy  (4)( 4)  16.

Answers for Pencil Problems (Textbook Exercise references in parentheses):

1. false (3.1 #41)

2a. (3.1 #17) 2b.

 49 
Range:   ,   (3.1 #29)
 4 

3a. maximum (3.1 #41a) 3b. The maximum is 1 at x  1. (3.1 #41b)

3c. Domain:  ,  ; Range:  ,1 (3.1 #41c)
4. The maximum product is 64 when the numbers are 8 and 8. (3.1 #61)

114 Copyright © 2018 Pearson Education Inc.

 Section 3.2
Polynomial Functions and Their Graphs

Pay at the Pump !

Other than outrage, what is going on at the gas pumps?
Is surging demand creating the increasing oil prices?
Like all things in a free market economy, the price of a commodity is based on supply and
demand.
In the Exercise Set for this section, we will explore the volatility of gas prices over the past
several years.

Objective #1: Identify polynomial functions.

Solved Problem #1 Pencil Problem #1
1. The exponents on the variables in a polynomial 1. The coefficients of the variables in a polynomial
function must be nonnegative integers. function must be nonnegative integers.

True

Objective #2: Recognize characteristics of graphs of polynomial functions.

Solved Problem #2 Pencil Problem #2
2. The graph of a polynomial function may have a sharp 2. The graph of a polynomial function may have a
corner. gap or break.

False. The graphs of polynomial functions are smooth,

meaning that they have rounded curves and no sharp
corners.

Objective #3: Determine end behavior.

Solved Problem #3 Pencil Problem #3
3. Use the Leading Coefficient Test to determine the 3. Use the Leading Coefficient Test to determine the
end behavior of the graph of each function. end behavior of the graph of each function.

3a. f ( x) = x 4 − 4 x 2 3a. f ( x) = 5 x3 + 7 x 2 − x + 9

The term with the greater exponent is x4, or 1x4. The

leading coefficient is 1, which is positive. The degree of
the function is 4, which is even. Even-degree polynomial
functions have the same behavior at each end. Since the
leading coefficient is positive, the graph rises to the left
and rises to the right.

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Algebra and Trigonometry 6e

3b. f ( x ) = 2 x 3 ( x − 1)( x + 5) 3b. f ( x ) = − x 2 ( x − 1)( x + 3)

The function is in factored form, but we can determine the

degree and the leading coefficient without multiplying it
out. The factors 2x3, x − 1, and x + 5 are of degree 3, 1,
and 1, respectively. When we multiply expressions with
the same base, we add exponents, so the degree of the
function is 3 + 1 + 1, or 5, which is odd. Without
multiplying out, you should be able to see that the leading
coefficient is 2, which is positive.

Odd-degree polynomial functions have graphs with

opposite behavior at each end. Since the leading
coefficient is positive, the graph falls to the left and rises
to the right.

Objective #4: Use factoring to find zeros of polynomial functions.

Solved Problem #4 Pencil Problem #4
4. Find all zeros of f ( x) = x3 + 2 x 2 − 4 x − 8. 4. Find all zeros of f ( x) = x3 + 2 x 2 − x − 2.
Set f ( x) equal to zero.
x3 + 2 x 2 − 4 x − 8 = 0
x 2 ( x + 2) − 4( x + 2) = 0
( x + 2)( x 2 − 4) = 0
( x + 2)( x + 2)( x − 2) = 0
Apply the zero-product principle.
x + 2 = 0 or x + 2 = 0 or x − 2 = 0
x = −2 x = −2 x=2
The zeros are −2 and 2.

Objective #5: Identify zeros and their multiplicities.

Solved Problem #5 Pencil Problem #5

( )
2
5. Find the zeros of f ( x) = −4 x + 12 ( x − 5 )3 and 5. Find the zeros of f ( x) = 4( x − 3)( x + 6)3 and give
give the multiplicity of each zero. State whether the the multiplicity of each zero. State whether the
graph crosses the x-axis or touches the x-axis and graph crosses the x-axis or touches the x-axis and
turns around at each zero. turns around at each zero.

Set each factor equal to zero.

x + 12 = 0 or x − 5 = 0
x=−1 x=5
2
− 12 is a zero of multiplicity 2, and 5 is a zero of
multiplicity 3.

Because the multiplicity of − 12 is even, the graph

touches the x-axis and turns around at this zero.
Because the multiplicity of 5 is odd, the graph crosses
the x-axis at this zero.
116 Copyright © 2018 Pearson Education Inc.
 Section 3.2

Objective #6: Use the Intermediate Value Theorem.

Solved Problem #6 Pencil Problem #6
6. Show that the polynomial function 6. Show that the polynomial function
f ( x ) = 3 x 3 − 10 x + 9 has a real zero between −3 f ( x ) = 2 x 4 − 4 x 2 + 1 has a real zero between −1
and −2. and 0.

Evaluate f at −3 and −2.

f ( −3) = 3( −3)3 − 10( −3) + 9 = −42
f ( −2) = 3( −2)3 − 10( −2) + 9 = 5

The sign change between f(−3) and f(−2) shows that f has
a real zero between −3 and −2.

Objective #7: Understand the relationship between degree and turning points.
Solved Problem #7 Pencil Problem #7
7. If a polynomial function, f, is of degree 5, what is 7. If a polynomial function, f, is of degree 4, what is
the greatest number of turning points on its graph? the greatest number of turning points on its graph?

The greatest number of turning points on the graph of a

polynomial of degree 5 is 5 − 1, or 4.

Objective #8: Graph polynomial functions.

Solved Problem #5 Pencil Problem #5
8. Use the five-step strategy to graph f ( x) = x3 − 3 x 2 . 8. Use the five-step strategy to graph f ( x) = x 4 − 9 x 2 .

Step 1: Determine end behavior.

Since f ( x) = x3 − 3 x 2 is an odd-degree polynomial and
since the leading coefficient, 1, is positive, the graph
falls to the left and rises to the right.

Step 2: Find x-intercepts by setting f ( x) = 0.

x3 − 3 x 2 = 0
x 2 ( x − 3) = 0

Apply the zero-product principle.

x2 = 0 or x−3= 0
x=0 x=3

The zeros of f are 0 and 3. The graph touches the x-axis

at 0 since it has multiplicity 2. The graph crosses the
x-axis at 3 since it has multiplicity 1.

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Algebra and Trigonometry 6e

Step 3: Find the y-intercept by computing f (0).

f ( x ) = x3 − 3 x 2
f (0) = 03 − 3(0)2
=0

There is a y-intercept at 0, so the graph passes through

(0, 0).

Step 4: Use possible symmetry to help draw the graph.

f ( x ) = x3 − 3 x 2
f ( − x ) = (− x)3 − 3(− x)2
= − x3 − 3 x 2

Since f (− x) ≠ f ( x) and since f (− x) ≠ − f ( x) , the

function is neither even nor odd, and the graph is neither
symmetric with respect to the y-axis nor the origin.

Step 5: Draw the graph.

Answers for Pencil Problems (Textbook Exercise references in parentheses):

1. False (3.2 #3) 2. False (3.2 #13)
3a. The graph falls to the left and rises to the right. (3.2 #19)
3b. The graph falls to the left and falls to the right. (3.2 #59a)
4. −2 , −1 , and 1 (3.2 #41b)
5. zeros: 3 (multiplicity 1) and −6 (multiplicity 3); The graph crosses the x-axis at 3 and at −6. (3.2 #27)
6. f(–1) = –1 and f(0) = 1; The sign change between f(−1) and f(0) shows that f has a real zero between −1 and 0.
(3.2 #35)
7. 3 (3.2 #47e)

8. (3.2 #43)

118 Copyright © 2018 Pearson Education Inc.

 Section 3.3
Dividing Polynomials; Remainder and Factor Theorems

What Happened to My Sweater?

It’s that first brisk morning in autumn and you go to the closet for your favorite sweater. But
what’s that? There’s a hole. No. There are dozens of holes.
In this section’s Exercise Set, you will work with a polynomial function that models the number
of eggs in a female moth based on her abdominal width. The techniques of this section provide a
new way of evaluating the function to find out how many moths were eating your sweater.

Objective #1: Use long division to divide polynomials.

Solved Problem #1 Pencil Problem #1
1. Divide 2 x 4  3x 3  7 x  10 by x 2  2 x. 1. Divide 4 x 4  4 x 2  6 x by x  4 using long
division.

Rewrite the dividend with the missing power of x and

divide.

2 x 2  7 x  14
x 2  2 x 2 x 4  3x 3  0 x 2  7 x  10
2 x4  4 x3
7x 3  0 x 2
7 x 3  14 x 2
14x 2  7 x
14x 2  28 x
21x  10

2 x 4  3x 3  7 x  10 21x  10
Thus, 2
 2 x 2  7 x  14  2
x  2x x  2x

Objective #2: Use synthetic division to divide polynomials.

Solved Problem #2 Pencil Problem #2
2. Use synthetic division: ( x3 − 7 x − 6) ÷ ( x + 2) 2. Use synthetic division: (3x 2 + 7 x − 20) ÷ ( x + 5)

−2 1 0 −7 −6
−2 4 6
1 −2 −3 0

Thus, ( x3 − 7 x − 6) ÷ ( x + 2) = x 2 − 2 x − 3

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Algebra and Trigonometry 6e

Objective #3: Evaluate a polynomial function using the Remainder Theorem.

Solved Problem #3 Pencil Problem #3
3. Given f ( x )  3 x 3  4 x 2  5 x  3, use the Remainder 3. Given f  x   2 x 3  11x 2  7 x  5, use the
Theorem to find f ( 4). Remainder Theorem to find f (4).

4 3 4 5 3
12 32 108
3 8 27 105  f (4)  105

Objective #4: Use the Factor Theorem to solve a polynomial equation.

Solved Problem #4 Pencil Problem #4
4. Solve the equation 15 x 3 + 14 x 2 − 3x − 2 = 0 given 4. Solve the equation 2 x 3  5 x 2  x  2  0 given that
that 1 is a zero of f ( x )  15 x 2  14 x 2  3 x  2 . 2 is a zero of f ( x )  2 x 3  5 x 2  x  2 .

Synthetic division verifies that x  1 is a factor.

−1 15 14 −3 −2
−15 1 2
15 −1 −2 0

Next, continue factoring to find all solutions.

15 x3 + 14 x 2 − 3x − 2 = 0
( x + 1)(15 x 2 − x − 2) = 0
( x + 1)(5 x − 2)(3 x + 1) = 0
x + 1 = 0 or 5x − 2 = 0 or 3x + 1 = 0
x = −1 5x = 2 3x = −1
2 1
x= x=−
5 3

 1 2
The solution set is −1, − , 
 3 5

Answers for Pencil Problems (Textbook Exercise references in parentheses):

984 20
1. 4 x 3  16 x 2  60 x  246  (3.3 #11) 2. 3x − 8 + (3.3 #19)
x4 x+5

 1 
3. −25 (3.3 #33) 4.   , 1, 2 (3.3 #43)
 2 

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 Section 3.4
Zeros of Polynomials

Do I Have to Check My Bag?

Airlines have regulations on the sizes of carry-on luggage that are allowed. As a passenger, you
are interested in the volume of your luggage, but the airline is concerned about the sum of bag’s
length, width, and depth.
In this section’s Exercise Set, you will work with a polynomial function that relates the two
quantities and allows you to find dimensions of a carry-on bag that meet both your volume
requirement and the airline’s regulations.

Objective #1: Use the Rational Zero Theorem to find possible rational zeros.
Solved Problem #1 Pencil Problem #1
1. List all possible rational zeros of 1. List all possible rational zeros of
f ( x )  4 x 5  12 x 4  x  3. f ( x )  3 x 4  11x 3  x 2  19 x  6.

Factors of the constant term 3 : 1,  3

Factors of the leading coefficient 4: 1,  2,  4

The possible rational zeros are:

Factors of  3 1,  3

Factors of 4 1,  2,  4
1 3 1 3
 1,  3,  ,  ,  , 
2 2 4 4

Objective #2: Find zeros of a polynomial function.

Solved Problem #2 Pencil Problem #2
3 2
2. Find all zeros of f ( x )  x  x  5 x  2. 2. Find all zeros of f ( x )  x 3  4 x 2  3 x  6.

First, list the possible rational zeros:

Factors of  2 1,  2
  1,  2
Factors of 1 1

Now use synthetic division to find a rational zero from

among the list of possible rational zeros. Try 2:
2 1 1 5 2
2 6 2
1 3 1 0
The last number in the bottom row is 0.
Thus 2 is a zero and x  2 is a factor.

The first three numbers in the bottom row of the

synthetic division give the coefficients of the other
factor. This factor is x 2  3x  1.

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Algebra and Trigonometry 6e

Factor completely: x3  x 2  5x  2  0
( x  2)( x 2  3x  1)  0

Since x 2  3x  1 is not factorable, use the quadratic

formula to find the remaining zeros.
 b  b 2  4 ac
x
2a
3  32  4(1)(1) 3  5
x 
2(1) 2

3  5
The zeros are 2 and .
2

Objective #3: Solve polynomial equations.

Solved Problem #3 Pencil Problem #3
3. Solve: x 4  6 x 3  22 x 2  30 x  13  0 3. Solve: x 3  2 x 2  11x  12  0

First, list the possible rational roots:

Factors of 13 1,  13
  1,  13
Factors of 1 1

Now use synthetic division to find a rational root from

among the list of possible rational roots. Try 1.
1 1 6 22 30 13
1 5 17 13
1 5 17 13 0
The last number in the bottom row is 0.
Thus, 1 is a root.

Rewrite the equation in factored form using the bottom

row of the synthetic division to obtain the coefficients of
the other factor.
x 4  6 x3  22 x 2  30 x  13  0
( x  1)( x3  5x 2  17 x  13)  0

Use the same approach to find another root. Try 1 again.

1 1 5 17 13
1 4 13
1 4 13 0
The last number in the bottom row is 0.
Thus, 1 is a root (of multiplicity 2).

The first three numbers in the bottom row of the

synthetic division give the coefficients of the factor
x 2  4 x  13 .

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 Section 3.4

Since x 2  4 x  13 is not factorable, use the quadratic

formula to find the remaining roots.
 b  b2  4ac
x
2a
 ( 4)  ( 4) 2  4(1)(13)
x
2(1)
4  36
x
2
4  6i
x
2
x  2  3i

The roots are 1 and 2  3i.

Objective #4: Use the Linear Factorization Theorem to find polynomials with given zeros.
Solved Problem #4 Pencil Problem #4
4. Find a third-degree polynomial function f(x) with 4. Find a fourth-degree polynomial function f(x) with
real coefficients that has −3 and i as zeros such that real coefficients that has i and 3i as zeros such that
f(1) = 8. f(−1) = 20.

Because i is a zero and the polynomial has real

coefficients, the conjugate, −i, must also be a zero. We
can now use the Linear Factorization Theorem.

f ( x )  an ( x  c1 )( x  c2 )( x  c3 )
 an ( x  ( 3))( x  i )( x  ( i ))
 an ( x  3)( x  i )( x  i )
 an ( x  3)( x 2  i 2 )
 an ( x  3)( x 2  ( 1))
 an ( x  3)( x 2  1)
 an ( x 3  3x 2  x  3)

Now we use f(1) = 8 to find an.

f (1)  an (13  3  12  1  3)  8
8an  8
an  1

Now substitute 1 for an in the formula for f(x).

f ( x )  1( x 3  3 x 2  x  3)
or f ( x )  x 3  3 x 2  x  3

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Algebra and Trigonometry 6e

Objective #5: Use Descartes’s Rule of Signs.

Solved Problem #5 Pencil Problem #5
5. Determine the possible numbers of positive 5. Determine the possible numbers of positive
and negative real zeros of and negative real zeros of f ( x )  x 3  2 x 2  5 x  4.
f ( x )  x 4  14 x 3  71x 2  154 x  120.

Count the number of sign changes in f ( x ).

f ( x )  x 4  14 x 3  71x 2  154 x  120

Since f ( x ) has four sign changes, it has 4, 2, or 0

positive real zeros.

Count the number of sign changes in f (  x ).

f (  x )  (  x ) 4  14(  x )3  71(  x ) 2  154(  x )  120
 x 4  14 x 3  71x 2  154 x  120
Since f (  x ) has no sign changes, f ( x ) has 0 negative
real zeros.

Answers for Pencil Problems (Textbook Exercise references in parentheses):

1 2
1. 1,  2,  3,  6,  ,  (3.4 #3)
3 3

3  33 3  33
2. 1, , and (3.4 #13)
3 3

3. 3, 1, 4 (3.4 #17)

4. f ( x )  x 4  10 x 2  9 (3.4 #29)

5. f has no positive real zeros and either 3 or 1 negative real zeros (3.4 #33)

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 Section 3.5
Rational Functions and Their Graphs

Decreasing Costs with Increased Production?

In a simple business model, the cost, C(x), to produce x units of a product is the sum of the fixed
and variable costs and can be expressed in a form similar to C(x) = $500,000 + $400x. In this
model, the cost increases by $400 for each additional unit.
If we divide the cost, C(x), by x, the number of units produced, we obtain the function
C ( x ), which represents the average cost of each item. By studying the rational function C ( x ),
we’ll see that the average cost per item decreases for each additional unit.

Objective #1: Find the domains of rational functions.

Solved Problem #1 Pencil Problem #1
x x+7
1a. Find the domain of g ( x) = 2
. 1a. Find the domain of h( x) = .
x − 25 x 2 − 49

x
The denominator of g ( x) = 2
is 0 when x = −5 or x
x − 25
= 5. The domain of g consists of all real numbers except
−5 and 5. This can be expressed as
{x|x ≠ −5, x ≠ 5} or (−∞, −5)∪(−5, 5)∪(5, ∞)

x+5 x+7
1b. Find the domain of h( x) = . 1b. Find the domain of f ( x) = .
x 2 + 25 x 2 + 49

No real numbers cause the denominator of

x+5
h( x ) = 2 to equal 0. The domain of h consists of
x + 25
all real numbers, or (−∞, ∞).

Objective #2: Use arrow notation.

Solved Problem #2 Pencil Problem #2
+
2. True or false: The notation “x → a ” means that the 2. True or false: If f(x) → 0 as x → ∞, then the graph
values of x are increasing without bound. of f approaches the x-axis to the right.

False. “x → a+” means that x is approaching a from the

right.

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Algebra and Trigonometry 6e

Objective #3: Solve polynomial equations.

Solved Problem #3 Pencil Problem #3
3a. Find the vertical asymptotes, if any, of the graph of 3a. Find the vertical asymptotes, if any, of the graph of
x −1 x
the rational function: g ( x) = . the rational function: h( x) = .
x2 − 1 x( x + 4)

The numerator and denominator have a factor in

common. Therefore, simplify g.
x −1 x −1 1
g ( x) = = =
2
x − 1 ( x + 1)( x − 1) x + 1

The only zero of the denominator of the simplified

function is −1 .

Thus, the line x = −1 is a vertical asymptote for the

graph of g.

3b. Find the vertical asymptotes, if any, of the graph of 3b. Find the vertical asymptotes, if any, of the graph of
x −1 x
the rational function: h( x) = . the rational function: r ( x) = .
x2 + 1 2
x +4

The denominator cannot be factored.

The denominator has no real zeros.

Thus, the graph of h has no vertical asymptotes.

Objective #4: Identify horizontal asymptotes.

Solved Problem #4 Pencil Problem #4
4a. Find the horizontal asymptotes, if any, of the graph 4a. Find the horizontal asymptotes, if any, of the graph
9 x2 −2 x + 1
of the rational function: f ( x) = . of the rational function: f ( x) = .
3x 2 + 1 3x + 5

The degree of the numerator, 2, is equal to the degree of

the denominator, 2.
The leading coefficients of the numerator and
denominator are 9 and 3, respectively.

9
Thus, the equation of the horizontal asymptote is y =
3
or y = 3.

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 Section 3.5

4b. Find the horizontal asymptotes, if any, of the graph 4b. Find the horizontal asymptotes, if any, of the graph
9 x3 of the rational function: f ( x) =
12 x
.
of the rational function: h( x) = .
3x2 + 1 3x 2 + 1

The degree of the numerator, 3, is greater than the degree

of the denominator, 2.

Thus, the graph of h has no horizontal asymptote.

Objective #5: Use transformations to graph rational functions.

Solved Problem #5 Pencil Problem #5
1 1
5. Use the graph of f ( x) = to graph 5. Use the graph of f ( x) = to graph
x x
1 1
g ( x) = − 1. g ( x) = − 2.
x+2 x +1

1
Start with the graph of f ( x) = and two points on its
x
graph, such as (−1, −1) and (1, 1).

First move the graph two units to the left to graph

1
y= ; the indicated points end up at (−3, −1) and
x+2
(−1, 1). The vertical asymptote is now x = −2.

Next move the graph down one unit to graph

1
g ( x) = − 1; the indicated points end up at (−3, −2)
x+2
and (−1, 0). The horizontal asymptote is now y = −1.

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Algebra and Trigonometry 6e

Objective #6: Graph rational functions.

Solved Problem #6 Pencil Problem #6
3x − 3 −x
6a. Graph: f ( x) = 6a. Graph: f ( x ) =
x−2 x +1

3(− x) − 3 −3x − 3 3x + 3
Step 1: f (− x) = = =
−x − 2 −x − 2 x+2
Because f (− x) does not equal f ( x) or − f ( x) , the
graph has neither y-axis symmetry nor origin symmetry.

3(0) − 3 3
Step 2: f (0) = =
0−2 2
3
The y-intercept is .
2

Step 3: 3x − 3 = 0
3x = 3
x =1
The x-intercept is 1.

Step 4: x − 2 = 0
x=2
The line x = 2 is the only vertical asymptote for the
graph of f.

Step 5: The numerator and denominator have the same

degree, 1. The leading coefficients of the numerator and
denominator are 3 and 1, respectively. Thus, the
3
equation of the horizontal asymptote is y = or y = 3 .
1

Step 6: Plot points between and beyond each x-intercept

and vertical asymptote:
x −1 3 3 5
2
f ( x) 2 −3 6 4

Step 7: Use the preceding information to graph the

function.

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 Section 3.5

x4 6b. Graph: f ( x) = −
1
6b. Graph: f ( x) = 2
x2 + 2 x −4

(− x)4 x4
Step 1: f (− x) = = = f ( x)
(− x)2 + 2 x 2 + 2
Because f (− x) = f ( x) , the graph has y-axis symmetry.

04
Step 2: f (0) = =0
02 + 2
The y-intercept is 0, so the graph passes through the
origin.

Step 3: x 4 = 0
x=0
There is only one x-intercept. This verifies that the graph
passes through the origin.

Step 4: x 2 + 2 = 0
x 2 = −2
x = ±i 2
Since these solutions are not real, the graph of f will not
have any vertical asymptotes.

Step 5: The degree of the numerator, 4, is greater than the

degree of the denominator, 2, so the graph will not have
a horizontal asymptote.

Step 6: Plot some points other than the intercepts:

x −2 −1 1 2
f ( x) 8
3
1
3
8
3
1
3

Step 7: Use the preceding information to graph the

function.

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Algebra and Trigonometry 6e

Objective #7: Identify slant asymptotes.

Solved Problem #7 Pencil Problem #7
2 x2 − 5x + 7 x2 + x − 6
7. Find the slant asymptote of f ( x) = . 7. Find the slant asymptote of f ( x) = .
x−2 x −3

Note that the graph of f has a slant asymptote because the

degree of the numerator is exactly one more than the
degree of the denominator and the denominator is not a
factor of the numerator.

Divide 2x2 − 5x + 7 by x − 2.
2 2 −5 7
4 −2
2 −1 5
2 x2 − 5x + 7 5
So, = 2x −1+ .
x−2 x−2

The equation of the slant asymptote is y = 2x − 1.

Objective #8: Solve applied problems involving rational functions.

Solved Problem #8 Pencil Problem #8

8. A company is planning to manufacture wheelchairs. 8. A company is planning to manufacture mountain

The cost, C, in dollars, of producing x wheelchairs is bikes. The cost, C, in dollars, of producing x
C(x) = 500,000 + 400x. mountain bikes is C(x) = 100,000 + 100x.

8a. Write the average cost function, C. 8a. Write the average cost function, C.

The average cost is the cost divided by the number of

wheelchairs produced.

500,000 + 400 x
C ( x) =
x

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 Section 3.5

8b. Find and interpret C (1000) and C (10, 000). 8b. Find and interpret C (1000) and C (4000).

500,000 + 400(1000)
C (1000) = = 900
1000

The average cost per wheelchair of producing 1000

wheelchairs is $900.

500,000 + 400(10,000)
C (10,000) = = 405
10,000

The average cost per wheelchair of producing 10,000

wheelchairs is $405.

8c. What is the horizontal asymptote for the graph of 8c. What is the horizontal asymptote for the graph of
C ? Describe what this means for the company. C ? Describe what this means for the company.

400
The horizontal asymptote is y = or y = 400.
1

The cost per wheelchair approaches $400 as more

wheelchairs are produced.

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Algebra and Trigonometry 6e

Answers for Pencil Problems (Textbook Exercise references in parentheses):

1a. {x|x ≠ −7, x ≠ 7} or (−∞, −7)∪(−7, 7)∪(7, ∞) (3.5 #5)

1b. all real numbers or (−∞, ∞) (3.5 #7)

2. True (3.5 #14)

3a. vertical asymptote: x = −4 (3.5 #25) 3b. no vertical asymptotes (3.5 #27)

−2
4a. horizontal asymptote: y = (3.5 #43) 4b. horizontal asymptote: y = 0 (3.5 #37)
3

5. (3.5 #49)

6a. (3.5 #63) 6b. (3.5 #65)

7. y = x + 4 (3.5 #85a)

100,000 + 100 x
8a. C ( x) = (3.5 #99b)
x
8b. C (1000) = 200; The average cost per mountain bike of producing 1000 mountain bikes is $200; C (4000) = 125;
The average cost per mountain bike of producing 4000 mountain bikes is $125. (3.5 #99c)

8c. y = 100; The cost per mountain bike approaches $100 as more mountain bikes are produced. (3.5 #99d)

132 Copyright © 2018 Pearson Education Inc.

 Section 3.6
Polynomial and Rational Inequalities

Tailgaters Beware!
It is never a good idea to follow too closely behind the car in front of you.
But when the roads are wet it can be even more dangerous.
In this section, we apply the mathematical concepts we learn to explore the different stopping
distances required for a car driving on wet pavement and a
car driving on dry pavement.

Objective #1: Solve polynomial inequalities.

Solved Problem #1
1. Solve and graph the solution set on a real number line: x 2  x  20

x 2  x  20
x 2  x  20  0

Solve the related quadratic equation to find the boundary points.

x 2  x  20  0
 x  4 x  5  0
Apply the zero-product principle.
x  4  0 or x  5  0
x  4 x5

The boundary points are 4 and 5.

Interval Test Value Test Conclusion
2
(5)  (5)  20
 , 4 5  , 4 belongs to the solution set.
30  20, true
(0)2  (0)  20
 4,5 0  4,5 does not belong to the solution set.
0  20, false
(10)2  (10)  20
5,   10 5,   belongs to the solution set.
90  20, true

The solution set is  , 4   5,   .

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Algebra and Trigonometry 6e

Pencil Problem #1
1. Solve and graph the solution set on a real number line: 4 x 2  7 x  3

134 Copyright © 2018 Pearson Education Inc.

 Section 3.6

Objective #2: Solve rational inequalities.

Solved Problem #2
2x
2. Solve and graph the solution set on a real number line: 1
x 1

2x
1
x 1
2x
1  0
x 1
2x x 1
 0
x 1 x 1
2x  x 1
0
x 1
x 1
0
x 1

Find the values of x that make the numerator and denominator zero.
x  1  0 and x  1  0
x 1 x  1

The boundary points are 1 and 1.

Interval Test Value Test Conclusion
2( 2)
 , 1 2 2  1
1  , 1 belongs to the
4  1, true solution set.
2(0)
 1,1 0 0 1
1  1,1 does not belong to the
0  1, false solution set.
2(2)
1
1,   2
2 1 1,   belongs to the solution
4 set.
 1, true
3

Exclude 1 from the solution set because it would make the denominator zero. The solution set is
 , 1  1,   .

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Algebra and Trigonometry 6e

Pencil Problem #2
x 1
2. Solve and graph the solution set on a real number line: 2
x3

136 Copyright © 2018 Pearson Education Inc.

 Section 3.6

Objective #3: Solve problems modeled by polynomial or rational inequalities.

Solved Problem #3
3. An object is propelled straight up from ground level with an initial velocity of 80 feet per second. Its height at
time t is modeled by s  t   16t 2  80t where the height, s  t  , is measured in feet and the time, t, is measured
in seconds. In which time interval will the object be more than 64 feet above the ground?

To find when the object will be more than 64 feet above the ground, solve the inequality 16t 2  80t  64.
Solve the related quadratic equation.
16t 2  80t  64
16t 2  80t  64  0
t 2  5t  4  0
(t  4)(t  1)  0
t40 or t 1  0
t4 t 1

The boundary points are 1 and 4.

Interval Test Value Test Conclusion
16(0.5)2  80(0.5)  64
0,1 0.5 0,1 does not belong to the solution set.
36  64, false
16(2)2  80(2)  64
1, 4  2 1, 4  belongs to the solution set.
96  64, true
16(5)2  80(5)  64
 4,   5  4,   does not belong to the solution set.
0  64, false

The solution set is 1, 4  .

This means that the object will be more than 64 feet above the ground between 1 and 4 seconds excluding
t  1 and t  4.

Pencil Problem #3
3. You throw a ball straight up from a rooftop 160 feet high with an initial speed of 48 feet per second. The
function s (t )  16t 2  48t  160 models the ball’s height above the ground, s (t ), in feet, t seconds after it was
thrown. During which time period will the ball’s height exceed that of the rooftop?

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Algebra and Trigonometry 6e

Answers for Pencil Problems (Textbook Exercise references in parentheses):

 3
1.  1,  
 4

(3.6 #15)

2.  , 5   3,  

(3.6 #55)

3. The ball exceeds the height of the building between 0 and 3 seconds. (3.6 #76)

138 Copyright © 2018 Pearson Education Inc.

 Section 3.7
Modeling Using Variation

How Far Would You Go To Lose Weight?

On the moon your weight would be significantly less.
To find out how much less,
be sure to work on the application problems
in this section of your textbook!

Objective #1: Solve direct variation problems.

Solved Problem #1 Pencil Problem #1
1. The number of gallons of water, W, used when 1. An alligator’s tail length, T, varies directly as its
taking a shower varies directly as the time, t, in body length, B. An alligator with a body length of 4
minutes, in the shower. A shower lasting 5 minutes feet has a tail length of 3.6 feet. What is the tail
uses 30 gallons of water. How much water is used in length of an alligator whose body length is 6 feet?
a shower lasting 11 minutes?

Since W varies directly with t, we have W = kt.

Use the given values to find k.
W = kt
30 = k ⋅ 5
30 k ⋅ 5
=
5 5
6=k

The equation becomes W = 6t. Find W when t = 11.

W = 6t
W = 6 ⋅11
= 66

An 11 minute shower will use 66 gallons of water.

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Algebra and Trigonometry 6e

Objective #2: Solve inverse variation problems.

Solved Problem #2 Pencil Problem #2
2. The length of a violin string varies inversely as the 2. A bicyclist tips his bicycle when making a turn.
frequency of its vibrations. A violin string 8 inches The angle B, formed by the vertical direction and
long vibrates at a frequency of 640 cycles per the bicycle, is called the banking angle. The
second. What is the frequency of a 10-inch string? banking angle varies inversely as the cycle’s
turning radius. When the turning radius is 4 feet,
the banking angle is 28°. What is the banking
angle when the turning radius is 3.5 feet?
k
Beginning with y = , we will use l for the length of
x
the string and f for the frequency.

Use the given values to find k.

k
f =
l
k
640 =
8
k
8 ⋅ 640 = 8 ⋅
8
5120 = k

k
The equation becomes f =
l
5120
f =
l

Find f when l = 10.

5120
f =
l
5120
f =
10
f = 512

A string length of 10 inches will vibrate at 512 cycles per

second.

140 Copyright © 2018 Pearson Education Inc.

 Section 3.7

Objective #3: Solve combined variation problems.

Solved Problem #3 Pencil Problem #3
3. The number of minutes needed to solve an Exercise 3. Body-mass index, or BMI, varies directly as one’s
Set of variation problems varies directly as the weight, in pounds, and inversely as the square of
number of problems and inversely as the number of one’s height, in inches. A person who weighs 180
people working to solve the problems. It takes 4 pounds and is 5 feet, or 60 inches, tall has a BMI of
people 32 minutes to solve 16 problems. How many 35.15. What is the BMI, to the nearest tenth, for a
minutes will it take 8 people to solve 24 problems? 170 pound person who is 5 feet 10 inches tall?

Let m = the number of minutes needed to solve an

exercise set.
Let p = the number of people working on the problems.
Let x = the number of problems in the exercise set.

kx
Use m = to find k.
p
kx
m=
p
k16
32 =
4
32 = 4k
k =8

8x
Thus, m = .
p

Find m when p = 8 and x = 24.

8 ⋅ 24
m=
8
m = 24

It will take 24 minutes for 8 people to solve 24 problems.

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Algebra and Trigonometry 6e

Objective #4: Solve problems involving joint variation.

Solved Problem #4 Pencil Problem #4
4. The volume of a cone, V, varies jointly as its height, 4. The heat loss of a glass window varies jointly as the
h, and the square of its radius, r. A cone with a window’s area and the difference between the
radius measuring 6 feet and a height measuring outside and inside temperatures. A window 3 feet
10 feet has a volume of 120π cubic feet. Find the wide by 6 feet long loses 1200 Btu per hour when
volume of a cone having a radius of 12 feet and a the temperature outside is 20° colder than the
height of 2 feet. temperature inside. Find the heat loss through a
glass window that is 6 feet wide by 9 feet long
when the temperature outside is 10° colder than the
temperature inside.
Find k: V = khr 2
120π = k ⋅10 ⋅ 62
120π = k ⋅ 360
120π k ⋅ 360
=
360 360
π
=k
3

π π hr 2
Thus, V = hr 2 = .
3 3
π hr 2
V=
3
π ⋅ 2 ⋅122
V= = 96π
3

The volume of a cone having a radius of 12 feet and a

height of 2 feet is 96π cubic feet.

Answers for Pencil Problems (Textbook Exercise references in parentheses):

1. 5.4 feet (3.7 #21) 2. 32° (3.7 #27) 3. BMI: 24.4 (3.7 #31) 4. 1800 Btu (3.7 #33)

142 Copyright © 2018 Pearson Education Inc.