Xtensions: Discovering Advanced Algebra Solutions Manual

13. a. 2(x 4) 38 c. y (x 4)2.
y x 2 is translated horizontally
4 units.
x 4 19
d. y (x 8)2 . y x 2 is translated horizontally
x 15 8 units.
b. 7 0.5(x 3) 21 2. a. y x 2 5
0.5(x 3) 14 y
5
x 3 28
x 31 –5 5
x
c. 2 _3_(x 1) 17
4 –5
_3_(x 1) 15
4 b. y x 2 3
x 1 _4_ (15) y
3
5
x 1 20
x 21 x
–5 5
d. 4.7 2.8(x 5.1) 39.7
–5
2.8(x 5.1) 35
c. y (x 3)2
x 5.1 12.5
SOLUTIONS MANUAL
y
x 17.6 5
29 _3
14. ŷ __
2 2 x. The slope of the line through M1 and
11 2 9 _3 x
M3 is _____ ___
3 9 6 2 , so the equation of this line –5 5
3 31 _3
is y 11 2 (x 3), or y __
_
2 2 x. The equation –5
of the parallel line through M2 is y 5 _32 (x 5),
or y _32 x __
25
2 . The y-intercept of the median- d. y (x 4)2
median line is the mean of the three y-intercepts. y
5
31 ___
___ 31 ___ 87
25 ___
2 2 2 ___
____________ 2 ___ 29
87 ___
3 3 6 2 –5 5
x
Therefore, the equation of the median-median line

29 –5
is ŷ __ _3
2 2 x.
EXTENSIONS 3. a. Translated vertically 3 units. Graph to check
A. Results will vary. the answer.
B. See the solution to Take Another Look Activity 1 on

page 247.
LESSON 4.4
SUPPORT EXAMPLES
1. y (x 2)2 4
b. Translated vertically 4 units
2. Translated horizontally 3 and vertically 4
c. Translated horizontally 2 units
EXERCISES d. Translated horizontally 4 units
1. a. y x 2 2. y x 2 is translated vertically
4. a. Translated horizontally 3 units
2 units.
b. Translated horizontally 3 units
b. y x 2 6. y x 2 is translated vertically
6 units.
Discovering Advanced Algebra Solutions Manual CHAPTER 4 63

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c. Translated vertically 2 units 9. a.
d. Translated vertically 2 units Number of teams 4 5 6 7 8 9 10
x
5. a. x 2 or x 2
b. x 2 16, so x 4 or x 4 Number of games 12 20 30 42 56 72 90
y
c. x 2 5, so x 7 or x 3
For each additional team, add double the
6. Each parabola is a translation of the graph of the
previous number of teams to represent playing
parent function y x 2. If the vertex of the trans-
each of those teams twice. For example,
lated parabola is (h, k), then the equation is
6 2(3) 12, 12 2(4) 20, 20 2(5) 30,
y (x h)2 k.
and so on.
a. y (x 2)2
b. Enter the values into two lists, set an appropriate
b. y (x 2)2 5 window, and plot the points. The points appear
c. y (x 6)2 to be part of a parabola.
d. y (x 6)2 2
7. a. y (x 5)2 3
b. (5, 3). The equation of the translated parabola
is in the form y (x h)2 k with vertex
(h, k), so the vertex is (5, 3). The vertex is the
image of the origin translated horizontally 5 units
and vertically 3 units.
c. y (x 0.5)2 0.25. Plot the function y x 2
SOLUTIONS MANUAL
c. (6, 2), (4, 2), (7, 1), (3, 1). Each point on the
red parabola is translated horizontally 5 units on top of the points, and experiment with trans-
and vertically 3 units from the corresponding lations until you find an explicit function that fits
point on the black parabola. If (x, y) are the the points.
coordinates of any point on the black parabola, d. There are 870 games required if there are 30 teams.
then the coordinates of the corresponding point Substitute 30 for x and solve for y.
on the red parabola are (x 5, y 3).
y (30 0.5)2 0.25 870.25 0.25 870
d. Segment b has length 1 unit and segment c has
length 4 units. 10. a. (x 5)2 16, so x 5 4, and x 9 or x 1
b. (x 3)2 49, so x 3 7, and x 4 or
8. a. y f(x 2) is the graph of y
x 10
y f(x) translated horizontally 5
2 units. Choose the points c. 5 (x 1)2 22, (x 1)2___ 27,

(3, 1), (1, 1), (2, 0), and 5
x (x 1)2 ___
27, so x 1 27 , and
(3, 2) from the graph of y x 1 27
__
f (x), and subtract 2 from the –5 d. (x 6)2 8,__so x 6 8 , and
x-coordinates. The corresponding x 6 8
points on the translated graph are (5, 1),
11. a. The histogram is translated horizontally 5 units
(3, 1), (0, 0), and (1, 2).
(1 bin).
b. y f(x 1) 3 is the graph y
b. The histogram is translated horizontally 10 units
of y f(x) translated 5
(2 bins).
horizontally 1 unit and
vertically 3 units. Choose x 12. a. B. The common difference is 3, so the slope is 3;
–5 5
the points (3, 1), (1, 1), and u 0 8, so 8 is the y-intercept.
(2, 0), and (3, 2) from the –5 b. C. The common difference is 8, so the slope is
graph of y f(x), and add 1 8. To find the y-intercept, you need to find u 0,
to the x-coordinates and subtract 3 from the so add 8 to u1, or 3. The y-intercept is 11.
y-coordinates. The corresponding points on the
translated graph are (2, 4), (0, 2), (3, 3), 13. a. Let m represent the miles driven, and let C repre-
and (4, 1). sent the cost of the one-day rental in dollars.
Mertz: C 32 0.1m; Saver: C 24 0.18m;
Luxury: C 51.
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b. C 16. a. The slopes vary, but the y-intercept is always 4.
Luxury
51
Mertz
32
24 Saver
m
100 150 190
c. If you plan to drive less than 100 miles, then rent

Saver. At exactly 100 miles, Mertz and Saver are b. The lines move up or down, but they all have
the same. If you plan to drive between 100 miles slope 2.
and 190 miles, then rent Mertz. At exactly
190 miles, Mertz and Luxury are the same. If
you plan to drive more than 190 miles, then
rent Luxury.
14. The slope of the graph is negative and constant as
the car drives straight toward point X. The graph
changes direction, and the slope is positive and
steady as the car takes a left at point B and moves
toward point C and away from point X. The graph IMPROVING YOUR REASONING SKILLS
changes direction again at point C, and the slope is For the constellation to appear the same from Earth,
negative and then positive as the car passes point D the stars that are farther away would move a greater
on its way to point E. From point E to point X, the distance. The stars would move along arcs of great
SOLUTIONS MANUAL
slope is negative and constant until the car reaches circles on concentric spheres with Earth as the center.
its destination. The stars farther from Earth would move along arcs
A with a greater radius, and therefore the arcs would have
C E greater length. All of the arcs would, however, have the
Distance
D same degree measure.

B
X EXTENSION
Time Results will vary.
___ ___ ___
A very accurate graph would show BC , CD , and DE
as slightly curved and then straight because the LESSON 4.5
movement is actually hyperbolic in these cases.
You might not have noticed this subtlety. SUPPORT EXAMPLES
___
1. y x 3
15. a. The walker stayed 4 m from the sensor for 1 s
and then walked at a constant rate of 0.8 m/s 2. Reflected across the x-axis, reflected across the
toward the sensor. y-axis, translated vertically 2.
b. The equation asks a question: When is the walker EXERCISES
2 m from the sensor? __
1. a. y __x is translated vertically 3 units, so
c. After about 3.34 s, the walker is 2 m from the y x 3.
observer. __
x is translated horizontally 5 units, so
b. y _____
4 0.8(x 1) 2 y x 5 .
__
0.8(x 1) 2 _____ 5 units and
c. y x is translated horizontally
vertically 2 units, so y x 5 2.
x 1 2.5 __
d. y x is translated horizontally
_____ 3 units and
x 3.5 vertically 1 unit, so y x 3 1.
__
e. y x is translated horizontally
_____1 unit and
vertically 4 units, so y x 1 4.
2. a. Translated horizontally 3 units
b. Translated horizontally 3 units
c. Translated vertically 2 units
d. Translated vertically 2 units
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Investigation • Make My Graph
Name Period Date
Step 1 Each graph below shows the graph of the parent function
y x 2 with vertex at (0, 0). Find a quadratic equation that
produces the congruent parabola graph with plotted points. Different calculators have
Apply what you learned about translations of the graphs of different resolutions. A good
functions in Lesson 4.3. graphing window will help
you make use of the resolution
a. y b. y
to better identify points.
6 6 [ See Calculator Note
4D to find a good window
setting for your calculator. ]
x x Enter the parent function
–6 6 –6 6
y x 2 as the first equation.
Enter the equation for the
–6 –6 transformation as the second
INVESTIGATION WORKSHEETS
equation. Graph both equations

to check your work.
c. y d. y
6 6
x x
–6 6 –8 8
–6 –6
e. y f. y
6 6
x x
–6 6 –4 8
–6 –6
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Investigation • Make My Graph (continued)
Step 2 Write a few sentences describing any connections you discovered

between the graphs of the translated parabolas, the equation for
the translated parabola, and the equation of the parent
function y x 2.
Step 3 In general, what is the equation of the parabola formed when the
graph of y x 2 is translated horizontally h units and vertically
k units?
Discovering Advanced Algebra Investigation Worksheets LESSON 4.4 63

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Investigation • Looking Up
Name Period Date
You will need: a small mirror, one or more tape measures or

metersticks
First, you’ll establish a relationship between your distance from a mirror and
what you can see in it.
Step 1 Set up the experiment as in the Procedure Note. Stand a
short distance from the mirror, and look down into it. Move
slightly left or right until you can see the tape measure on the 1. Place the mirror flat on the
wall reflected in the mirror. floor 0.5 m from a wall.
2. Use tape to attach tape
Step 2 Have a group member slide his or her finger up the wall to measures or metersticks
help locate the highest height mark that is reflected in the up the wall to a height of
mirror. In the table record the height in centimeters, h, and 1.5 to 2 m.
the distance from your toe to the center of the mirror in
centimeters, d.
Distance d Height h
(cm) (cm)
Step 3 Change your distance from the mirror and repeat

Step 2. Make sure you keep your head in the same
position. Collect several pairs of data in the form (d, h).
Include some distances from the mirror that are small
and some that are large.
Step 4 Find a function that fits your data by transforming
the parent function h _d1 . Call this function f.
Now you’ll combine your work from Steps 1–4 with the scenario of a timed
walk toward and away from the mirror.

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Investigation • Looking Up (continued)
Step 5 Suppose this table gives your position at 1-second intervals:
Time (s)
0 1 2 3 4 5 6 7
t
Distance to mirror (cm)
163 112 74 47 33 31 40 62
d
Use one of the families of functions from this chapter to fit these
data. Call this function g. It should give the distance from the
mirror for seconds 0 to 7.
Step 6 Use your two functions to answer these questions:

a. How high up the wall can you see when you are 47 cm from
the mirror?
b. Where are you at 1.3 seconds?
c. How high up the wall can you see at 3.4 seconds?
Step 7 Change each expression into words relating to the context of this
investigation and find an answer. Show the steps you needed to
evaluate each expression.
a. f (60)
b. g (5.1)
c. f (g (2.8))
Step 8 Find a single function, H(t), that does the work of f (g (t)).
Show that H(2.8) gives the same answer as Step 7c above.

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Investigation • Looking Up With Sample Data
Name Period Date
First, you’ll establish a relationship between your distance from a mirror and
what you can see in it.
Step 1 Students set up an experiment as in the Procedure Note.
One person stood a short distance from the mirror and
looked down into it. He moved until he could see the tape 1. Place the mirror flat on the
measure on the wall reflected in the mirror. floor 0.5 m from a wall.
2. Use tape to attach tape
Step 2 Another person slid his finger up the wall to help locate measures or metersticks
the highest height mark that was reflected in the mirror. up the wall to a height of
The group made this table and recorded the height in 1.5 to 2 m.
centimeters, h, and the distance from the first person’s toe
to the center of the mirror in centimeters, d.
Distance d Height h
(cm) (cm)
50 148
70 106
100 73.5
130 57
160 45
Step 3 The first person changed his distance from the mirror,
keeping his head in the same position, and the group
repeated Step 2. They added more pairs of data to the
table, in the form, (d, h), including some distances from
the mirror that were small and some that were large.
Step 4 Find a function that fits the data by transforming the
parent function h _d1 . Call this function f.
Now you’ll combine the work from Steps 1–4 with the scenario of a timed
walk toward and away from the mirror.

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Investigation • Looking Up (continued) With Sample Data
Step 5 Suppose this table gives the student’s position at 1-second intervals:
Time (s)
0 1 2 3 4 5 6 7
t
Distance to mirror (cm)
163 112 74 47 33 31 40 62
d
Use one of the families of functions from this chapter to fit these
data. Call this function g. It should give the distance from the
mirror for seconds 0 to 7.
Step 6 Use your two functions to answer these questions:

a. How high up the wall could you see if you are 47 cm from the
mirror?
b. Where would you be at 1.3 seconds?
c. How high up the wall could you see at 3.4 seconds?
Step 7 Change each expression into words relating to the context of this
investigation and find an answer. Show the steps you needed to
evaluate each expression.
a. f (60)
b. g (5.1)
c. f (g (2.8))
Step 8 Find a single function, H(t), that does the work of f (g (t)).
Show that H(2.8) gives the same answer as Step 7c above.

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More Graph Stories
1.
Speed
TEACHING AND WORKSHEET MASTERS
Time
2.
Height
Time
3.
Stock
Time
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DAA2CS_03.indd 157
30
a. f (13) y
Name
b. f (25) f (26) 26
DAA2TWM_007_04.indd 30
24
Exercise 4
c. 2f (22)
22
f (3) 11
______________
____________
LESSON 4.2 • Worksheet

d. 20
f (3 1) 18
f (1 4) 4 16
e. _______ _1_ ____
f (1) 4 4 f (1) 14
f. x when f (x 1) 26 12
________
3
g. f (21) f (14) 10
h. x when 2f (x 3) 52 8
6
Period
i. x when f (2x) 4
j. f (f (2) f (3)) 4
2
k. f (9) f (25)
x
l. f (f (5) f (1)) 2 4 6 8 10 12 14 16 18 20 22 24 26
Date
m. f (4 6) f (4 4)
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Discovering Advanced Algebra Teaching and Worksheet Masters
a b c d e f g h i j k l m
DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER

157
11/24/08 4:47:26 PM
9/23/08 6:41:58 PM
Two Parabolas
10
y (x 2)2 1
x
–4 5
–2
32 LESSON 4.4 • Transparency Discovering Advanced Algebra Teaching and Worksheet Masters
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Exercise 8

y f(x)
x
–5 5
–5
Discovering Advanced Algebra Teaching and Worksheet Masters LESSON 4.4 • Transparency 33
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Chapter 4 • Quiz 1 Form A
Name Period Date
1. Sketch a graph to go with the following story. Identify the variables

and label your axes appropriately.
Lottie started to fill the bathtub. The tub filled slowly at first, but then
Lottie turned up the water and it filled more quickly. When the tub
was about half full, she turned off the water and got in. After several
minutes, the water was a little cold, so she turned on the faucet and
added some hot water. After several more minutes, she got out of the
tub, and then pulled the plug and let the water out.
ASSESSMENT RESOURCES
2. Match a description with each graph.

a. b. c.
A. Decreasing faster and faster

B. Decreasing at a constant rate
C. Decreasing more and more slowly
3. Tell whether each relation is a function. (In part c, consider x the
independent variable.)
a. y b. x y c. y x 2
1 8
2 9
3 10
4 11
x
x3
4. Use the functions f (x) ____
x 5 and g(x) 2x 4 to find each value.
a. f (3) b. g (6) c. f (7) f (0) d. x when g (x) 0
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Chapter 4 • Quiz 2 Form B
Name Period Date
1. The graph of y 6x is translated vertically 3 units and horizontally

9 units. Write an equation of the new line.
2. The graph of y f(x) is shown below. Write an equation for each of

the graphs below in terms of f (x).
y
4
y f (x)
2
x
–4 –2 2 4
–2
–4
a. y b. y c. y
4 4 4
2 2 2
x x x
–4 –2 2 4 –4 –2 2 4 –4 –2 2 4
–2 –2 –2
–4 –4 –4
3. Describe how the graph of each function compares with the graph of
y x 2.
a. y (x 2)2 b. y x 2 4
4. Each graph
__ is a transformation of the graph of the parent function
y x. Write an equation for each graph.
a. y b. y c. y
4
5 5
x
–2 5
x x
–2 5 –5 2
–2 –2 –4
52 LESSONS 4.3–4.5 Discovering Advanced Algebra Assessment Resources

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Chapter 4 • Quiz 3 Form A
Name Period Date
1. Each graph is a transformation of y x 2 or y ⏐x ⏐. Write an

equation for each graph.
a. y b. y
x x
–5 5 –5 5
–5 –5
2. Write an equation for the ellipse at right. What two y

equations would you have to enter into your
calculator to graph the ellipse?
5
x
–5 5
3. Suppose f(x) x 2 3 and g(x) ⏐x 6⏐.
a. Find f(g(2)) and g(f(2)).
–5
b. Find f(g(x)) and g(f(x)).
c. Sketch a graph of y g(f(x)).
Discovering Advanced Algebra Assessment Resources LESSONS 4.6–4.8 53

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Chapter 4 • Test Form A
Name Period Date
Answer each question and show all work clearly on a separate piece
of paper.
1. A parking garage charges $2.50 for the first hour or less and then
$1.00 for each additional half hour. When the parking fee is
determined, the time is always rounded up to the nearest half hour.
a. Make a graph to represent this relation. Identify the variables and
label your axes appropriately.
b. Is the relation a function? Explain why or why not.
2. If f(x) _3x 2, g(x) 2x 2, and h(x) (x 2)2, find each value.
a. f(g(2)) b. h(g(5)) c. g(f(x))
3. The graph of y f(x) is shown here. Sketch the graph of each
related function.
y
6
x
–6 –4 –2 2 4 6
–2
–4
–6
a. y f(x) 2 b. y f(x) c. y f(x 2) d. y 2f(x)

4. The graph of y g(x) is shown here. Sketch the graph of each
related function.
y
6
4
2
x
–6 –4 –2 2 6
–2
–4
–6
y1
a. y 2 g(x 4) b. y 3 g(2x) c. _____ g(x 1)
2
(continued)
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Chapter 4 • Test (continued) Form A
Name Period Date
5. Find a function that fits these data.
x 5 4 3 0 2 5 6
y 16 10.5 6 1.5 1.5 6 10.5
6. For each graph, name the parent function and write an equation of
the graph.
a. y b. y
4 4
2 2
x x
–2 2 4 –4 –2 2 4
–2
–4 –4
c. y d. y
4 4
2 2
x x
–4 2 4 –4 2
–2 –2
–4 –4
7. Solve for y.
y x1 21
___
12
2
_____
4
8. Solve for x.
x7 2
| |
_____
3
58 CHAPTER 4 Discovering Advanced Algebra Assessment Resources

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Chapter 4 • Constructive Assessment Options
Choose one or more of these items to replace part of the chapter test. y
Let students know that they will receive from 0 to 5 points for each 4
item, depending on the correctness and completeness of their answer.
1. (Lessons 4.2–4.6) x
The graph of y f(x) is shown at right. Write an equation for –8 2
–2
each related graph in terms of f(x).
a. y b. y
2 2
x x
–2 4 –8 2
–2
c. y d. y
2 2
x x
–2 8 –16 –8 2
–2 –2
e. y f. y
6
2
x
–2 8 16
–2 x
–16 –8 2
–2
g. y h. y
4 2
x
–2 8 16
x
–8 8
–2
–6
i. y
2
x
–16 –4 2
–8
(continued)

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Chapter 4 • Constructive Assessment Options (continued)
2. (Lessons 4.3–4.6)
Complete this chart of transformations.
Image equation Image

Parent Transformations Images of showing equation
equation in words (0, 0) and (1, 1) transformations solved for y
yx (0, 0) → y6x1
(1, 1) →
yx Dilate horizontally by a (0, 0) →

factor of _13 and vertically
(1, 1) →
by a factor of 2.
yx (0, 0) → (0, 0)

(1, 1) → 1, _23
y x2 Reflect across the x-axis. (0, 0) →

(1, 1) →
y ⏐x⏐ (0, 0) → y ⏐x 4⏐ 6
(1, 1) →
y ⏐x⏐ Translate horizontally (0, 0) →

3 units, and dilate (1, 1) →
vertically by a factor of _13 .
__ ___
y x (0, 0) → y _12 x
(1, 1) →
__
y x Translate horizontally (0, 0) →
5 units and vertically
7 units. (1, 1) →
3. (Lessons 4.2–4.6)
Point P moves at a constant speed back and forth between point O O P B A
and point A. A round trip between O and A takes 1 minute. 0 1 2 3 4
a. i. Graph the distance from O to P as P travels from O to A and
back to O.
ii. Find the domain and range of the function you graphed in
part i.
iii. Find an equation for the function.
(continued)

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b. i. Graph the distance from O to P as P travels from A to O and

back to A.
part i.
c. i. Graph the distance from B to P as P travels from O to A and
back to O. Consider the distance to be positive when P is to
the right of B and negative when P is to the left of B.
part i.
4. (Lessons 4.4, 4.6)
Antonia and Lisa built a large model of a suspension bridge to present
at the regional science and engineering fair.
Suspension
cable
Tower Tower
Road
The suspension cable between the towers is approximately a

parabola. The cable is attached to the towers 2.5 meters above
the road surface. The towers are 4 meters apart. At its lowest point,
the cable is 0.5 meter above the road. The vertical support lines
between the cable and the road are 0.5 meter apart.
Consider the left tower to be the y-axis and the road to be the x-axis.
a. Let P and Q be the points where the cable meets the left and right
towers, respectively. Let V be the lowest point of the suspension
cable. Find the coordinates of P, Q, and V.
b. Describe the transformations of the function y x 2 that map
(0, 0) to V and (1, 1) to Q.
c. Write an equation for the cable using your transformations from
part b.
d. Solve the equation from part c for y.
e. Find the lengths of the seven support lines that go from the cable
to the road surface.
(continued)

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5. (Lessons 4.4–4.6)
Does the order in which you apply two transformations make a
difference? Consider these four transformations.
A. Translate horizontally 4 units and vertically 1 unit.
B. Reflect across the x-axis.
C. Dilate vertically by a factor of _12 .
D. Translate horizontally 5 units.
a. Write the equation of each function after the given transformation
has been applied. Solve each equation for y.
__
y |x | y x
Apply A to the parent function.
Apply B to the image under A.
Apply B to the parent function.
Apply A to the image under B.

Apply C to the parent function.
Apply D to the image under C.
Apply D to the parent function.
Apply C to the image under D.
b. Does the order in which you apply the transformations matter?

Explain.
6. (Lesson 4.6)
For each function, complete the following steps.
i. y ⏐x⏐ ii. y x 2
a. Graph the function and label the coordinates of three points on
the graph.
b. Graph the image of the function after a horizontal dilation by a
factor of 2. Label the coordinates of the images of the three points
from part a.
c. Write an equation for the image function that shows the horizontal
dilation. Check that your image points are solutions to your equation.
d. Describe a vertical dilation of the function that would give the same
image you found in part b.
e. Write an equation for the image function that shows the vertical
dilation.
f. Use algebra to show that the equations in parts c and e are
equivalent.
(continued)

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7. (Lesson 4.7)
Consider the unit circle x 2 y 2 1.
a. Write the equation of the image of the unit circle after a horizontal
dilation by a factor of 4 and a vertical dilation by a factor of 4.
b. Write your equation from part a with no parentheses or fractions.
c. Graph the image. Label the coordinates of the images of the center
and the intercepts.
d. Translate the image from part a horizontally 2 units and vertically
3 units. Write the equation of the second image.
e. Graph the second image. Label the coordinates of the images of the
original center and intercepts.
f. Find the exact coordinates of the new intercepts.
g. Write the equation of a circle with center (2, 5) and radius 3.
8. (Lessons 4.2, 4.8)
The ACME Manufacturing Company makes widgets in the shape of a
sector of a circle with a 60° central angle. The widgets are named by
the radius of the circle from which they are stamped. The radii range
from 1 mm to 10 cm. The price ACME charges for a widget depends
on the surface area of the top of the widget. The price is $18 per
square millimeter plus $215 for a quality check and warranty.
a. Let A(x) be the function for the area of the widget in terms of its
radius (in mm).
i. What are the domain and range of the function?
ii. Write an equation for the function.
iii. Sketch a graph of y A(x).
iv. Describe y A(x) as a transformation of its parent function.
b. Let P(x) be the function for the price of a widget in terms of the
surface area of its top in mm2.
i. What are the domain and range of the function?
ii. Write the equation of the function.
iii. Sketch a graph of y P(x).
iv. Describe y P(x) as a transformation of its parent function.
c. Let C(x) be the price of a widget in terms of its radius (in mm).
i. Express C(x) as a composition of the functions in parts a and b.
ii. Write the equation for C(x) with no parentheses.
iii. What is the cost of a 4.8-mm widget? Of a 58.3-mm widget?
iv. Sketch a graph of y C(x).
v. Describe y C(x) as a transformation of its parent function.

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Lesson 4.1 • Interpreting Graphs
Name Period Date
1. Describe the pattern of the graph of each of the following situations

as the graphs are read from left to right as increasing, decreasing,
increasing and then decreasing, or decreasing and then increasing.
a. The height of a child at birth and on each birthday from age 1 to
age 6
b. The height of a ball that is thrown upward from the top of

a building from the time it is thrown until it hits the ground
MORE PRACTICE YOUR SKILLS WITH ANSWERS
2. For each of the situations described in Exercise 1, describe the

real-world meaning of the vertical intercept of the graph.
3. Sketch a graph to match the description below.

Increasing rapidly at a constant rate, then suddenly becoming
constant, then decreasing rapidly at a constant rate
4. Sketch what you think is a reasonable graph for each relationship

described. In each situation, identify the variables and label your axes
appropriately.
a. The temperature of a hot drink sitting on your desk
b. Your speed as you cycle up a hill and down the other side
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Lesson 4.4 • Translations and the Quadratic Family
Name Period Date
1. Describe the translations of the graph of y x 2 needed to produce the

graph of each equation.
a. y x 2 6 b. y (x 5)2 c. y (x 3)2 9
2. Find the vertex of each parabola.

a. y x 2 3 b. y (x 2)2 c. y 8 (x 5)2
MORE PRACTICE YOUR SKILLS WITH ANSWERS

3. Each parabola described is the graph of y x 2. Write an equation for
each parabola and sketch its graph.
a. The parabola is translated horizontally 3 units.
b. The parabola is translated vertically 1 unit.
c. The parabola is translated horizontally 2 units and vertically
3 units.
4. Describe what happens to the graph of y x 2 in the following

situations.
a. y is replaced with (y 1). b. x is replaced with (x 5).
5. Solve.
a. x 2 6 31 b. x 2 12 52 c. (x 3)2 100
d. (x 7)2 144 e. (x 4)2 5 31 f. 20 (x 5)2 3
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CONDENSED
LESSON
Translations and the
4.4 Quadratic Family
In this lesson you will
● examine the graph of y x 2, which is a parabola
● find equations for translations of the graph of y x 2
● look at an application of a quadratic function
CONDENSED LESSONS: A TOOL FOR PARENTS AND TUTORS
In the previous lesson you explored translations of linear functions. Read the text
on page 205 of your book, which gives examples of how translations occur in
other settings.
A translation is a type of transformation. A transformation is a change in the
size or position of a figure. You may have learned about other transformations,
such as reflections, dilations, and rotations, in earlier math courses.
The shape of the graph of the function y x 2 is called a parabola. Parabolas
always have a line of symmetry that passes through the vertex.
y
y x2 The line of symmetry divides the

8 graph into mirror-image halves. The
6 line of symmetry of y x 2 is x 0.
4 The vertex is the point where the

graph changes direction. The vertex
2
of y x 2 is (0, 0).
x
–6 –4 –2 2 4 6
–2
The function y x 2 is a parent function. By transforming the graph of this

function, you can create a family of functions, consisting of an infinite number
of related functions. The function y x 2 and all the functions created by
transforming it are called quadratic functions. As you will see throughout this
course, quadratic functions are very useful. Below are three examples of quadratic
functions.
y x2 3 y (x 12)2 y 5 (x 4)2
Investigation: Make My Graph

Step 1 Each lettered part of Step 1 shows the graph of y x 2 and a graph
created by translating the graph of y x 2. Your job is to find the equation that
produces the translated graph. To help you find the equation, think about what
you learned about translated linear functions in Lesson 4.3.
When you think you know the equation for a graph, check it by graphing both
it and y x 2 in the same calculator window. (Be sure to read about window
settings in Calculator Note 4D.) Complete Step 1 by yourself before reading
the results on the next page.
(continued)
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Lesson 4.4 • Translations and the Quadratic Family (continued)
a. The red parabola is the graph of y x 2 translated down 4 units, so its

equation is y x 2 4.
b. The red parabola is the graph of y x 2 translated up 1 unit, so its
equation is y x 2 1.
c. The red parabola is the graph of y x 2 translated right 2 units, so its
equation is y (x 2)2.
d. The red parabola is the graph of y x 2 translated left 4 units, so its
equation is y (x 4)2.
CONDENSED LESSONS: A TOOL FOR PARENTS AND TUTORS

e. The red parabola is the graph of y x 2 translated left 2 units and up
2 units, so its equation is y (x 2)2 2.
f. The red parabola is the graph of y x 2 translated right 4 units and down
2 units, so its equation is y (x 4)2 2.
Step 2 For a translation right, you subtract the number of units from x. For a
translation left, you add the number of units to x. For a translation up, you add
the number of units to the right side of the equation (or subtract it from y). For
a translation down, you subtract the number of units from the right side of the
equation (or add it to y). The coordinates of the vertex of the translated parabola
are (value of horizontal translation, value of vertical translation).
Step 3 In general, if the graph of y x 2 is translated horizontally h units and
vertically k units, then the equation of the translated graph is y (x h)2 k,
or y k (x h)2.
The example in your book shows an application involving translations of

parabolas. Read the example and solution carefully, following along with a
pencil and paper. To test your understanding, solve the same problem, but
have the diver dive from a board 15 ft long that is 20 ft above the water.
(The function for the new graph would be y f(x 10) 5 and the
diver’s maximum height would be 25 ft.)
You have seen that translations of quadratic functions work much the same as
translations of linear functions. If you translate the graph of y x 2 horizontally
h units and vertically k units, then the equation of the translated parabola is
y (x h)2 k. You can also write this equation as y k (x h)2 or
y k (x h)2. When you translate horizontally by h units, you can think of
it as replacing x in the equation with (x h). Likewise, a vertical translation by
k units replaces y with (y k).
Notice that the vertex of the translated y
parabola is (h, k). This is why y x2
finding the vertex is fundamental in
determining translations of parabolas. y (x h)2 k
When the graph of y x 2 is

x translated horizontally h units
(0, 0) and vertically k units, the vertex
of the translated parabola is (h, k).
(h, k)
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LECC IÓN
CONDENSADA
Traslaciones y
4.4 la familia cuadrática
En esta lección
● examinarás la gráfica de y x 2, que es una parábola
● hallarás ecuaciones para las traslaciones de la gráfica y x 2
● verás una aplicación sencilla de una función cuadrática
En la lección anterior exploraste las traslaciones de funciones lineales. Lee el texto
en la página 205 de tu libro, que da ejemplos de cómo ocurren las traslaciones en
otras situaciones.
Una traslación es un tipo de transformación. Una transformación es un
cambio en el tamaño o la posición de una figura. Tal vez en cursos anteriores
de matemáticas hayas aprendido acerca de otras transformaciones, como las
reflexiones, las dilataciones y las rotaciones.
CONDENSED LESSONS IN SPANISH
La forma de la gráfica para la función y x 2 se llama parábola. Las parábolas

siempre tienen un eje de simetría que pasa por el vértice.
y
y x2 The line of symmetry divides the

8 graph into mirror-image halves. The
6 line of symmetry of y x 2 is x 0.
4 The vertex is the point where the

graph changes direction. The vertex
2
of y x 2 is (0, 0).
x
–6 –4 –2 2 4 6
–2
La función y x 2 es una función madre. Al transformar la gráfica de esta

función, puedes crear una familia de funciones, que consiste en un número
infinito de funciones relacionadas. La función y x 2 y todas las funciones
creadas al transformarla se llaman funciones cuadráticas. Como verás a lo
largo de este curso, las funciones cuadráticas son muy útiles. A continuación
se muestran tres ejemplos de funciones cuadráticas.
y x2 3 y (x 12)2 y 5 (x 4)2
Investigación: Haz mi gráfica

Paso 1 Cada parte rotulada con una letra del Paso 1 muestra la gráfica de y x 2
y una gráfica creada al trasladar la gráfica de y x 2. Tu trabajo consiste en
hallar la ecuación que produce la gráfica trasladada. Como ayuda para hallar la
ecuación, piensa en lo que aprendiste acerca de las funciones lineales trasladadas
en la Lección 4.3.
Cuando consideres que sabes la ecuación de la gráfica, verifícala representándola
gráficamente y a y x 2 en la misma ventana de la calculadora. (Asegúrate de
leer acerca de la configuración de ventanas en Calculator Note 4D.) Completa
el Paso 1 por tu cuenta, antes de leer los resultados en la página siguiente.
(continúa)
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Lección 4.4 • Traslaciones y la familia cuadrática (continuación)
a. La parábola roja es la gráfica de y x 2 trasladada 4 unidades hacia abajo,

por lo tanto su ecuación es y x 2 4.
b. La parábola roja es la gráfica de y x 2 trasladada 1 unidad hacia arriba,
por lo tanto su ecuación es y x 2 1.
c. La parábola roja es la gráfica de y x 2 trasladada 2 unidades a la derecha,
por lo tanto su ecuación es y (x 2)2.
d. La parábola roja es la gráfica de y x 2 trasladada 4 unidades a la
izquierda, por lo tanto su ecuación es y (x 4)2.
e. La parábola roja es la gráfica de y x 2 trasladada 2 unidades a la izquierda
y 2 unidades hacia arriba, por lo tanto su ecuación es y (x 2)2 2.
f. La parábola roja es la gráfica de y = x 2 trasladada 4 unidades a la derecha
y 2 unidades hacia abajo, por lo tanto su ecuación es y (x 4)2 2.
Paso 2 Para una traslación a la derecha, restas el número de unidades de x.
Para una traslación a la izquierda, sumas el número de unidades a x. Para una
CONDENSED LESSONS IN SPANISH

traslación hacia arriba, sumas el número de unidades al lado derecho de la
ecuación (o lo restas de y). Para una traslación hacia abajo, restas el número de
unidades del lado derecho de la ecuación (o lo sumas a y). Las coordenadas del
vértice de la parábola trasladada son (valor de la traslación horizontal, valor de la
traslación vertical).
Paso 3 En general, si la gráfica de y x 2 se traslada h unidades horizontalmente
y k unidades verticalmente, entonces la ecuación de la gráfica trasladada es
y (x h)2 k, ó y k (x h)2.
El ejemplo en tu libro muestra una aplicación que implica traslaciones de

parábolas. Lee el ejemplo y la solución atentamente, resolviéndolo con papel
y lápiz. Para comprobar tu comprensión, resuelve el mismo problema, pero haz
que el clavadista se sumerja desde una tabla de 15 pies de largo que está a 20 pies
por encima del agua. (La función para la nueva gráfica sería y f(x 10) 5
y la altura máxima del clavadista sería de 25 pies.)
Has visto que las traslaciones de las funciones cuadráticas son muy parecidas a las
traslaciones de las funciones lineales. Si trasladas la gráfica de y x 2 h unidades
horizontalmente y k unidades verticalmente, entonces la ecuación de la parábola
trasladada es y (x h)2 k. También puedes escribir esta ecuación
como y k (x h)2 ó y k (x h)2. Cuando trasladas h unidades
horizontalmente, es igual que reemplazar x en la ecuación con (x h). De igual
modo, una traslación vertical de y
k unidades reemplaza y con (y k).
Observa que el vértice de la parábola
trasladada es (h, k). Ésta es la razón
por la cual hallar el vértice es
fundamental para determinar las
traslaciones de parábolas.
x
(0, 0)
(h, k)
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C H A PT E R 4 Calculator Notes for the TI-Nspire and TI-Nspire CAS
Note 4A: Function Notation

The handheld uses function notation automatically. You can define a
function in the Calculator, the Graphs & Geometry, and the Data &
Statistics applications. See Note 3A to learn how to define a function.
You can have up to 99 functions defined in any problem, f1(x) to f99(x).
To calculate the value of the function for a given x-value, replace the x
CALCULATOR NOTES FOR THE TI-NSPIRE AND TI-NSPIRE CAS
in the function with that x-value. For example, suppose you have
defined f1(x) x 2 3 and f2(x) 3x 1. To evaluate each of the
functions when x is 4, type f1(4) and press ·, then type f 2(4) and
press ·. Notice that a defined function turns bold when you type it.
Note 4B: Entering Programs

The handheld can be programmed like a computer. In the Calculator
application, you can instruct the handheld to perform a series of
calculations. This series of calculations can be stored as a program that can
be used temporarily or on a regular basis. Programming is a process that
takes much time to master. These instructions show you how to enter
prewritten programs into the handheld.
Manually Entering a Program

Go to a Calculator page or add a new Calculator page by pressing c and
choosing Calculator. To enter the program, press b and choose Functions
& Programs ⎜Program Editor ⎜New. Type the name of the program, for example,
hello. If you want to be able to use this program in any document, see
Running Programs Anytime Using the Public Library in this note. Press ·.
Next, type the program exactly as it appears in the source you are copying.
Press · to add a new line to the program, and press _ to add a space.
You can type commands or choose them from the catalog. (Press k and
scroll through the list. Press a letter to jump to that part of the list.)
When you are finished typing the program, press b and choose Check
Syntax & Store ⎜Check Syntax & Store. The handheld checks the program for
certain types of mistakes and then stores the program. If the handheld finds
an error, it notifies you of the error and (after you press ·) takes the
cursor to it. Not all errors are found by this process, so make sure you type
the program exactly as it appears from your source.
(continued)
Discovering Advanced Algebra Calculator Notes for the Texas Instruments TI-Nspire and TI-Nspire CAS CHAPTER 4 25
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Note 4B: Entering Programs (continued) TI-Nspire and TI-Nspire CAS
To run the program, press /e to go to the left side of the screen.

Type the program name and press ·. Using the example program, you
can type hello(3) to display “hello” three times. This program will run in
any Calculator application in the current document.

Running Programs Anytime Using the Public Library
To enter a program that can be run in any document, press c and
choose New Document. Add a Calculator application. To enter the program,
press b and choose Functions & Programs ⎜Program Editor ⎜New. Type the name
of the program, for example, hi. Then press e twice, press a, and
choose LibPub (Show in Catalog) from the menu that appears. Press · twice.
Notice that this program looks nearly identical to the hello program, but the
word “LibPub” appears in the first line. This allows this program to be
accessed at any time. After you have entered the program, press /S,
give the document a name, such as math, and save it in the folder MyLib. To
update all the programs the handheld can use, press /c and choose
Refresh Libraries. To run the hi program in a different document, open a new
or saved document and go to a Calculator page. Press k5 and choose
math⏐hi. Type the number of times you want the program to display “hi” and
press ·.
(continued)
26 CHAPTER 4 Discovering Advanced Algebra Calculator Notes for the Texas Instruments TI-Nspire and TI-Nspire CAS
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Note 4B: Entering Programs (continued) TI-Nspire and TI-Nspire CAS
If you plan on having many programs on your handheld, consider

keeping several of them in one document. Type each program on a
separate page of the same document. Here the hi program and the quad
program are both saved in the math document.
Transferring a Program Between Handhelds

To transfer a program between handhelds, see Note 1H.
Note 4C: Movin’ Around

You will need two CBR2s.
With bits of tape, label the CBR2s A and B. Label two handhelds A and B.
On each handheld, open a new document by pressing c and choosing
New Document. Connect each handheld to its corresponding CBR2 (A to A, B
to B). The data collection console should launch automatically. Choose Lists
& Spreadsheet and click OK.
You will see a Lists & Spreadsheet page, with a Dist meter. The meter will be
reading the current value of the CBR2. Press b and choose Experiment ⎜Set Up
Collection ⎜Time Graph. Enter these values.
Follow the directions in the investigation to collect the data. To start

collecting data, press a to press the play button on the meter. Data
collection will stop automatically after 10 seconds. The handheld collects four
lists: time is stored in dc01.time, distance is stored in dc01.dist1, velocity is
stored in dc01.vel1, and acceleration is stored in dc01.acc1. Check your data
by making a scatter plot of the (dc01.time, dc01.dist1) data. See Note 1F if you
need help making a scatter plot. You can close the data collection console by
pressing ¢ until you highlight the close button and then pressing a.
(continued)
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Note 4C: Movin’ Around (continued) TI-Nspire and TI-Nspire CAS
If your team didn’t get good data, redo the experiment: Get the data
collection console back by pressing /D. Press the play button, and
choose Discard to overwrite the previous data.
When you are satisfied with the data, you need to save your time and
distance lists so that someone else can access them. Do that by saving them
to the library. Add a Calculator application. Type Define LibPub (or press

k and choose it from the list). Enter a name for the list, such as timea for
handheld A’s time data. The name should have no spaces or periods. Press
= , then press h and choose dc01.time. Press ·. Repeat to save the
distance list (dista) in the library.
Save the document in the MyLib folder: Press /c and choose

File | Save As. Give the document a name, such as MovinA, make sure
you are saving in the MyLib folder, and click OK. The document’s name
should have no spaces. Then press /c and choose Refresh Libraries.
Each group member should link to handheld A and copy the document
MovinA, then link to handheld B and copy the document MovinB. See
Note 1H if you need help transferring a document. Again, press /
c and choose Refresh Libraries.
To get all the lists in the same document, open one of the documents,
for example, MovinB. Go to the Lists & Spreadsheet page, and arrow up
to the top of a blank list. Press k5 to see a list of the library
documents. Arrow down to MovinA, press a and choose one of the
lists. Press ·, then · again to fill the list with the data. You may
want to rename the list. Repeat to add the other list. You should have
four lists: timea, dista, timeb, and distb. Continue with the investigation.
Note 4D: Setting Windows

A “square” window is scaled so that the units on the y-axis are the same as
the units on the x-axis. On a square window, there is no distortion of the
graph. Many of the zoom options in the Window menu of a Graphs &
Geometry application give you a square window: Zoom – Standard, Zoom –
Quadrant 1, and Zoom – Trig are all square windows. If you have changed the
window settings using some other method, you can make the window square
(continued)
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Note 4D: Setting Windows (continued) TI-Nspire and TI-Nspire CAS
by pressing b and choosing Window | Zoom – Square. The handheld will find
the nearest square window. To verify that a window is square, look at the
scale factors on the x- and y-axes. They should be the same.
Sometimes when you trace a graph you would like only “nice” decimal
values to be displayed. You can control how far the trace jumps on the
x-axis to display nice decimals for the x-values. The y-values of a function
may or may not be nice decimal values. To do this, press b and choose
Trace | Trace Settings. Press a and choose Enter Value. Type the value you
want to jump by, such as 0.1, and press ·. Now when you trace, you will
see “nice” decimal values.
Note 4E: Graphing Piecewise Functions

You can graph piecewise functions in the Graphs & Geometry application. If
a Graphs & Geometry page is not open, press c and choose Graphs &
Geometry. In the entry line, press /r and use the NavPad to select one
of the piecewise icons. The piecewise icon that shows two pieces opens a
template that always creates a two-piece piecewise function. The piecewise
icon that shows three pieces allows you to choose how many pieces you
want in the piecewise function. Use the NavPad to select the three-piece
icon and press a. Enter the number of pieces you want in the function
and press ·. In each line of the piecewise function template, type the
expression of the function, press ¢, and then type the domain of the
function using the inequality keys. Note that there are gray buttons for the
greater than and less than signs. Press /> to enter the sign or
/< to enter the sign. To advance to the next line of the piecewise
function, press ¤.
(continued)
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Note 4E: Graphing Piecewise Functions (continued) TI-Nspire and TI-Nspire CAS
When you are finished, press · to graph the piecewise function. Notice
that the handheld does not display the open circles and closed dots at the
end of the intervals.

Note 4F: Graphing Absolute-Value Functions
You can graph absolute-value functions in the Graphs & Geometry
application. If a Graphs & Geometry application is not open, press c and
choose Graphs & Geometry. There are two ways to enter an absolute-value
function in the entry line.
• Type abs( and then the number, variable, or expression to graph. Press ) to
exit the absolute-value function.
• Press /r. Use the NavPad to select the absolute-value icon, and
press ·. Type the number, variable, or expression in the absolute-value
template. Press ¢ to exit the absolute-value function.
When you are finished inputting the function, press · to graph it.
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TI-Nspire and TI-Nspire CAS
Note 4G: Graphing Transformations

You can translate and dilate certain functions in the Graphs & Geometry
application. The functions that the handheld can transform are y x, y x 2,
y e x, y ln(x), y sin(x), and y cos(x). You might be familiar only
with y x and y x 2, but you will use all of these functions in this course.
Graph the function you want to transform. See Note 3A if you need help
graphing a function. Use the NavPad to hover the cursor over the graph.
Two different cursors will appear. The four-directional arrow appears when
you hover over the center of the graph; it translates the graph. The two-
directional arrow appears when you hover over the rest of the graph; it
dilates the graph of the function. When either one of these cursors appears
on the graph, press /a and use the NavPad to transform the graph.
Press d to put the transformation tool away. Notice that the equation of
the function updates while you perform the transformations.
Note 4H: Transformations and Compositions

You can use the name of any defined function in other functions to show
transformations and to construct compositions.
Transformations of Functions
You can enter an equation into the entry line of a Graphs & Geometry
or a Calculator application and then define a second equation as a
transformation of the first. For example, enter f1(x) = 4 – x2 and then define
f2(x) = 3⭈f1(x – 4) + 2. The function f2(x) is the image of f1(x) after being
translated right 4 units, stretched vertically by a factor of 3, and translated
up 2 units.
(continued)
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Note 4H: Transformations and Compositions (continued) TI-Nspire and TI-Nspire CAS

Compositions of Functions
If you define two or more equations in the Graphs & Geometry or
Calculator application, you can define another equation as the composition
of the equations you have entered. For example, define f1(x) = 4 – x2 and
f3(x) = x + 5. You can then define f4(x) = f1(f3(x)).
You can perform a recursive composition in the Calculator application to

evaluate the repeated composition of a function with itself. Perform the first
iteration by typing the initial value in the parenthesis of the function. Then
enter “Ans” for the x-value by pressing /v. For example, to perform a
recursive composition with f3(x) x 5 and initial value 4, type f3(-4),
and press ·. Type f3( and press /v. Then press · to find each
successive term.
Note 4I: Drawing Segments

If you are not currently in a Graphs & Geometry application, press c
and choose Graphs & Geometry. To draw a segment, press b and choose
Points & Lines | Segment. Use the NavPad to move to one endpoint and press
a. At this point, you can optionally type in a label using the green keys.
(continued)
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Note 4I: Drawing Segments (continued) TI-Nspire and TI-Nspire CAS
Use the NavPad to move to the other endpoint and press a. At this
point, you can optionally type in a label using the green keys. Repeat the
process to draw another segment. When you are done, press d to put
away the segment tool.
To label the endpoints with coordinates, press b and choose Actions |

Use the NavPad to point at the endpoint of the
Coordinates and Equations.
segment, press a to choose the endpoint, and press a again to fix the
coordinates on the screen. Press d to put away the tool. To change the
number of digits shown on the points, use the NavPad to move over the
coordinate and press + to increase the number of digits and - to
decrease the number of digits.
To move a point, press /a to grab the point, and use the NavPad.
When you are done, press d to release the point. You can also press a
twice on a coordinate, type the new value, and press ·.
If you would like to hide the Cartesian coordinate plane and entry line, press
b and choose View | Plane Geometry View.
(continued)
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TI-Nspire and TI-Nspire CAS
Note 4J: Web Graphs

To create a web graph, you first need to create a sequence for the function
in a Lists & Spreadsheet application. Enter the function rule as the sequence
using un1 in place of x. See Note 1I for more information on creating
sequences. Enter the program from the next page in the program editor. See
Note 4B if you need help entering the program. To run the program, in the

Calculator application type web( and the name of the sequence list you
created. The program creates two lists, wx and wy, which represent the
x- and y-coordinates of the web graph. The examples show creating a web
graph for the function f(x) 4x(x 1).
Open a Graphs & Geometry application, and create a scatter plot using
lists wx and wy. Press b and choose Window | Zoom – Data. To connect the
dots, press b and choose Actions | Attributes. Move the NavPad over the
points, and press a ¤ ¢ a. Graph the function you created the web
graph for as well as f (x) x . Press /G to hide the entry line. Finally,
move along the scatter plot by pressing b and choosing Trace | Graph
Trace. If the cursor is not on a point of the scatter plot, press £ or ¤ until
it is. Press ¡ until you are sure you are at the initial point. Press ¢ to move
from point to point.
(continued)
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Note 4J: Web Graphs (continued) TI-Nspire and TI-Nspire CAS
Program
Define web(seqlist)=
Prgm
mid(seqlist,1,1)→wx
{0}→wy
For k,1,dim(seqlist)-1
augment(wx,mid(seqlist,k,1))→wx
augment(wy,mid(seqlist,k+1,1))→wy
augment(wx,mid(seqlist,k+1,1))→wx
augment(wy,mid(seqlist,k+1,1))→wy
EndFor
EndPrgm
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C H A PT E R 4 Calculator Notes for the TI-83 Plus and TI-84 Plus
Note 4A • Function Notation

The calculator treats an equation entered into the Y screen as a function.
A function can be evaluated for different x-values using standard function
notation. For example, Y1(5) will give the value of the function when x is 5.
On the Home screen press VARS Y-VARS 1:Function . . . followed by the number
of the equation you want, and the x-value.
CALCULATOR NOTES FOR THE TI-83 PLUS AND TI-84 PLUS

Note 4B • Entering Programs
Your calculator is like a small computer. You can instruct (or program) it
to do calculations or to communicate with other devices. What follows are
not instructions on how to write a program—they are instructions on how
to enter into your calculator a program that has already been written. You
must be very careful to enter the commands exactly as they are written.
Changing the program in any way will alter how it runs or may cause an
error.
There are three ways to enter a program into your calculator. Two easy
ways are to download the program from either a computer or another
calculator. To use a computer, download the program from a CD-ROM or
website directly into your calculator by using TI Connect™ software. You
will need the proper cable to link your computer to your calculator. To
use another calculator that has the program in its memory, link the two
calculators with a link cable and transfer the program as you would a list.
(See Note 1H.) The third way is to enter a program manually by following
the steps below:
a. Press PRGM and arrow to NEW.
b. Press ENTER and enter the name of the program. You are already in
Alpha-Lock so do not press ALPHA unless you want to enter a number
into the program’s name.
(continued)
Discovering Advanced Algebra Calculator Notes for the Texas Instruments TI-83 Plus and TI-84 Plus CHAPTER 4 25
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Note 4B • Entering Programs (continued) TI-83 Plus and TI-84 Plus
c. Enter the program exactly as you see it. Lowercase letters in the
commands of the program indicate that you must find its command on
the calculator. You can find many programming commands by pressing
PRGM and looking under CTL and I/O. To find other commands,
functions, and sysbols, either look in the menu of the appropriate
calculator key, or press 2nd [CATALOG] and either the letter that begins
the command you want. (You are in still in Alpha mode so don’t press
ALPHA .) Then arrow to the command and press ENTER .
If you enter a command from the calculator keypad using ALPHA

characters, the letters will all be uppercase. The command won’t look the
same as how it’s been written and it won’t work.
d. Use 2nd [INS] ENTER to insert a new line between two lines. Use DEL on
a blank line to delete that line.
e. Press 2nd [QUIT] when you finish entering the program.
Errors
You can edit the program if there is an error or if you need to make a change.
a. Press PRGM and arrow to EDIT. Arrow down to the program and press ENTER .
b. Scroll down through the program to find the error. Studying the entire
program on paper is often easier than working from the calculator screen
where you can see only a small portion at one time. Use 2nd [INS] or
DEL as needed to make changes. Press 2nd [QUIT] when finished.
c. If, when you execute a program, you get an error message that has a Goto
option, choose this option. The calculator will automatically switch to EDIT
mode and scroll to the line with the error. Then proceed as in step c.
Note 4C • Movin’ Around

With bits of tape, label two CBRs A and B. Label two calculators A and
B, and connect each to the respective CBR. Use the CBRSET and CBRGET
programs to collect data for 10 seconds.
Make sure you have both programs on both calculators. (See Note 4B if you
need help entering a program on your calculator.) Run the CBRSET program
by pressing PRGM and arrowing to CBRSET. The name of the program will
appear on your screen. Press ENTER . The program will prompt you to
enter S, the total time to collect data in seconds, and N, the total number of
samples, or data points to gather. For this investigation, you should collect
data for 10 seconds and have 200 samples.
Disconnect the calculators from the CBR2s. When you are ready to collect
data, press the trigger on each CBR2. When you have finished collecting
data, plug the CBR2s back into the calculators and run the CBRGET
program: press PRGM and arrow to CBRGET. On each calculator, the time (continued)
26 CHAPTER 4 Discovering Advanced Algebra Calculator Notes for the Texas Instruments TI-83 Plus and TI-84 Plus
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Note 4C • Movin’ Around (continued) TI-83 Plus and TI-84 Plus
data will be in list L1 and the distance data will be in list L2. The calculators
will display scatter plots.
PROGRAM:CBRSET PROGRAM:CBRGET
Prompt S,N Send({5,1})
round(S/N,5)!I Get(L2)
If I0.2:–0.25int(–4I)!I Get(L1)
Send({0}) Plot1(Scatter,L1,L2, )
Send({1,11,2,0,0,0}) ZoomStat

Send({3,I,N,1,0,0,0,0,1,1})
On the Home screen of calculator B, enter L1→L3, press ENTER , enter L2→L4, and
press ENTER . This moves calculator B’s time and distance data to lists L3 and L4.
Finally, each group member should link to calculator A and copy lists L1 and
L2,and link to calculator B and copy lists L3 and L4. (See Note 1H for help
with linking lists.)
Note 4D • Setting Windows

A friendly window scales the x-axis to correspond to the Graph screen’s
width in pixels (94). As a result, when you trace a curve on a friendly
window, the spider always falls on points whose x-coordinates are “nice”
decimal numbers. The y-coordinates are computed values and depend on
the function being traced; they may or may not be nice decimal values.
If the y-axis is scaled so its units are the same as the units on the x-axis,
then the window will be a “square” window. On a square window there is no
distortion of the graph.
One friendly square window whose trace point has x-coordinates that are
exact tenths can be found by pressing ZOOM 4:Decimal.
[4, 4, 1, 4, 4, 1]
This window is a little small for much of the work in this course. However,
if you double the minimum and maximum values in the window screen, you
can get a larger friendly square window that is often useful.
You can save the settings for this larger window and recall it at any time.
After setting the window values, press ZOOM MEMORY 2:ZoomSto. Now when
you want to use it again, press ZOOM MEMORY 3:ZoomRcl. This particular
window is often referred to as the friendly window with a factor of 2.
(continued)
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Note 4D • Setting Windows (continued) TI-83 Plus and TI-84 Plus
It is sometimes helpful to see a grid in the background of the screen

display. To turn the grid on (or off), press 2nd [FORMAT] and select GridOn
(or GridOff).
[9.4, 9.4, 1, 6.2, 6.2, 1]
Note 4E • Graphing Piecewise Functions

To graph a piecewise function, you add the two functions, with their ranges.
x 1 5 x 1
For example, to graph f(x) 2 , go to the Y screen
x 1x3
and enter Y1=(X1)(X5)(X1)(X^2)(X1)(X3). (To enter the inequality
symbols, press 2nd [TEST].) Choose an appropriate window, then press GRAPH .
[9.4, 9.4, 1, 6.2, 6.2, 1]
Note 4F • Graphing Absolute-Value Functions

To use the absolute-value function, press MATH NUM 1:abs(. For example,
to graph y 兩x 3兩, enter Y1abs(X3) into the Y screen, set an
appropriate window, and press GRAPH .
[9.4, 9.4, 1, 6.2, 6.2, 1]
Note 4G • Graphing Transformations

The program TRANSFRM gives you practice finding equations for given
graphs. From the first menu, choose the type of function you want to
practice. In the second menu, you can turn the different transformations
on or off by pressing the number key. Press 4 when you’re ready. The
calculator will display a graph and stop. Study the graph and determine
its equation. Press TRACE if you want to see the coordinates of points. When
(continued)
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Note 4G • Graphing Transformations (continued) TI-83 Plus and TI-84 Plus
you have decided on an equation, press Y , enter your equation into Y1, and
press GRAPH . If your equation is correct, you’ll have a match and nothing
new will appear on the screen. You can press TRACE and toggle back and
forth between the graph of your function in Y1 and the program’s function
to confirm that they really do match. If your equation is not correct, the
graphs will not match. In that case, press Y and try again.
When you are finished with one graph, on the Graph screen press
CLEAR ENTER to run the program again.

[9.4, 9.4, 1, 6.2, 6.2, 1]
The option 5:GENERIC will draw the graph of a generic function using a thick line
and the graph of its image after a transformation using the regular style. Enter
the equation of the image into Y1. Use Y8(X) to represent the original function.
[9.4, 9.4, 1, 6.2, 6.2, 1]
Clean-Up
After you quit the program, you may want to go to the Y screen and clear
the functions so they don’t interfere with future work.
PROGRAM:TRANSFRM If R 0 and R 1:0!R
9.4!Xmin:9.4!Xmax If D 0 and D 1:0!D
6.2!Ymin:6.2!Ymax Menu("TRANSFORMATIONS","PARABOLA",1,
1!Yscl:1!Xscl "ROOTS",2,"ABSOLUTE",3,"SEMI
GridOn:AxesOn CIRCLE",4,"GENERIC",5,"QUIT",9)
PlotsOff Lbl 5:F1!F
"KB((XH)/A)2"!Y3 Lbl 4:F1!F
"KB√((XH)/A)"!Y4 Lbl 3:F1!F
"KBabs((XH)/A"!Y5 Lbl 2:F1!F
"KB√((1((XH)/A)2)"!Y6 Lbl 1:1!A:1!B
"KBY8((XH)/A)"!Y7 ClrHome:0!G:0!H:0!K
"2(X1)/(X≥3)(1X)(X≥1) Disp sub("PARABOLA SQUARE
(X2)(52X)(X≥2)/(X≤3)!Y8 ROOTSABSOLUTE VALSEMICIRCLE
GraphStYle(8,2) GENERIC ",12F35,12)
Lbl 0:3!F: Repeat G82
If T 0 and T 1:1!T Output(3,1,"1.TRANLATE :"sub
(continued)
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Note 4G • Graphing Transformations (continued) TI-83 Plus and TI-84 Plus
(PROGRAM: TRANSFRM continued)

("OFFON ",3T1,3)) End
Output(4,1,"2.REFLECT :"sub If R:Then
("OFFON ",3R1,3)) If rand 0.5:1!A
Output(5,1,"3.STRETCH :"sub If rand 0.5:1!B
("OFFON ",3D1,3)) End
Output(6,1,"4. GO") If D:Then
getKeY!G: A*randInt(1,5)!A
If G92:1T!T B*randInt(1,4)!B
If G93:1R!R End
If G94:1D!D FnOff
End FnOn F
If T:Then If F7:FnOn 8
randInt(7,7)!H DispGraph
randInt(4,4)!K Lbl 9
Note 4H • Transformations and Compositions

You can use functions entered into the Y screen in other functions to show
transformations and to construct compositions.
Transformations of Functions
You can enter an equation into the Y screen and then define a second
equation as a transformation of the first. For example, enter 4X2 into Y1
and define Y2 as Y23*Y1(X4)2. (To get Y1, press VARS Y-Vars 1:Function
1:Y1.) Y2 is the image of Y1 after being stretched vertically by a factor of 3,
translated right 4 units and up 2 units.
[9.4, 9.4, 1, 6.2, 18.6, 1]
Compositions of Functions
If you enter two (or more) equations into the Y screen, you can define
another equation as the composition of the equations you have entered. For
example, enter 4X2 into Y1 and X5 into Y3. Define Y4 as the composition of
Y1 and Y3 by entering Y4Y1(Y3(X)).
[9.4, 9.4, 1, 6.2, 6.2, 1]
(continued)
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Note 4H • Transformations and Compositions (continued) TI-83 Plus and TI-84 Plus
You can use the Home screen recursive loop Y1(X)→X (or simply Y1→X) to
evaluate the repeated composition of a function with itself. Store a starting
value in X and then press VARS Y-VARS 1:Function 1:Y1 STO! X,T,,n ENTER ENTER
ENTER . . . . (See Note 1B for more on Home screen recursion.)
Note 4I • Drawing Segments

On the Graph screen you can draw an overlay on top of the graph.
Follow these steps to draw a segment:

a. Press 2nd [DRAW] 2:Line(.
b. Arrow to one endpoint of the segment you want and press ENTER .
c. Arrow to the other endpoint and press ENTER again.
Pressing ENTER twice ends one segment and begins another at the same
point, so you can make a closed figure.
[9.4, 9.4, 1, 6.2, 6.2, 1] [9.4, 9.4, 1, 6.2, 6.2, 1] [9.4, 9.4, 1, 6.2, 6.2, 1]
You can also draw segments by entering instructions into the Home screen.
To draw a segment between (1, 3.64) and (7.4, 3.64), enter Line(1,3.64,7.4,3.64).
[10, 10, 1, 10, 10, 1]

To erase all drawings, press 2nd [DRAW] 1:ClrDraw.
Note 4J • Web Graphs

Follow these steps to display a web graph:
a. Set your calculator to Sequence mode.
b. Press 2nd [FORMAT] and select Web in the first line.
c. Enter the function into the Y screen. Replace x with u(n1) and set
u(nMin) to the starting value of x.
d. Set the Window screen and press GRAPH .
e. Press TRACE . Each time you press the right arrow key the graph will make
one of the two steps in the next iteration of the function.
(continued)
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Note 4J • Web Graphs (continued) TI-83 Plus and TI-84 Plus
You can clear the web by pressing 2nd [DRAW] 1:ClrDraw.

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Lesson 4.4 • Parabolas Sketchpad
In this demonstration you’ll explore vertical and horizontal translations of
the graph of the parent function f (x) x 2.
Sketch
Step 1 Open the document Transformations.gsp to the Parabolas page.
Step 2 Press the Show Vertical Translation button.
Step 3 Drag the blue point below the k slider up and down.
Investigate
1. What happens to the vertex as you drag the point up? Down? 4
2. Describe how the transformed function changes as you drag k.

3. What is the equation of this translated function?
TECHNOLOGY DEMONSTRATIONS
–4 4
–2
Sketch
Step 4 Choose Plot New Function from the Graph menu.
Step 5 Type in the equation you found in Question 3. Be sure you use the
“^” key to get an exponent. For example, you would enter x 2 as x^2.
Step 6 Press the Show Transformed Equation button.
Investigate
4. Was your equation from Question 3 correct? Explain any discrepancies.
Sketch
Step 7 Press the Hide Transformed Equation button.
Step 8 Press the Show Horizontal Translation button.
Step 9 Drag the blue point on the h slider to the right and the left.
Investigate
5. How does the function change as you move h to the right? To the left?
6. Adjust the h slider to 3 units left of the y-axis. Predict the equation of
this translated function. Repeat Steps 4–6 to check your equation.
Sketch
Step 10 Press the Show Point (h, k) button. 6
Investigate 4
7. What point is (h, k)?

8. Translate the function left 4 units and down 2 units. What is the
–4 2
vertex of your new function? –2
9. What is the equation of the translated graph at right?
20 CHAPTER 4 Discovering Advanced Algebra Technology Demonstrations

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Lesson 4.6 • Science Fair Fathom
A panel of science fair judges rate 20 exhibits. The judges decide to adjust
the ratings to be generally higher and closer together.
Experiment
Step 1 Open the document ScienceFair.ftm. You should see a collection
icon and case table of ratings.
Step 2 Make two sliders by choosing New Slider twice from the
Object menu. Double-click slider V1 and name it stretch.
Double-click slider V2 and name it translate.
Step 3 Create a new attribute called Adjusted. Double-click the
collection box and then on the formula column for Adjusted.
Enter the formula stretch * Rating translate.
TECHNOLOGY DEMONSTRATIONS
Step 4 Make a new graph and drag Rating to the horizontal axis. Then
drag Adjusted to the horizontal axis and drop it on the plus sign
that appears. The graph will split to show you both plots at once.
Step 5 Choose Plot Value from the Graph menu. Type mean( and click
OK. Then choose Plot Value again, enter mean() stdDev(), and
click OK. The values of the mean and mean plus standard deviation
that appear are for the plot of Adjusted values.
Investigate
1. Adjust the sliders until the Adjusted scores are as close as you can get
them to the Ratings. What are the mean and standard deviation of
the scores?
2. Adjust the sliders to make all Adjusted scores 6 points more than the
corresponding Ratings. How do the mean and standard deviation
change?
3. Readjust the sliders to the positions you found in Question 1, and
then stretch the data to make the top score 100. How have the mean
and standard deviations changed?
4. Adjust both sliders until the mean is about 90 and the standard
deviation is about 5. Describe how you did this and what the stretch
and translation are now.
24 CHAPTER 4 Discovering Advanced Algebra Technology Demonstrations

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Quiz 12 (For use anytime after Discovering Advanced Algebra, Lesson 5.4.)
Name Period Date
1. Charlotte kicks a soccer ball into the air. The equation h ⫽ ⫺16t 2 ⫹ 60t
can be used to determine the height in feet, h, of the ball after t seconds.
What will be the height of the ball after 1.5 seconds?
A 12 ft B 24 ft C 42 ft D 66 ft E None of these
2. A landscape company offers businesses two monthly pricing plans for
landscape maintenance. Plan A costs $20 for each visit, and Plan B costs
$80 for the first visit of each month plus $10 for each additional visit.
The graph below shows the cost of each plan depending on the
number of visits needed each month.
STANDARDIZED TEST PREPARATION

Monthly Landscape Maintenance Costs
200
180
160
140
B
120 Plan
Cost ($)
100
80
60 nA
Pla
40
20
0
0 1 2 3 4 5 6 7 8 9 10
Number of visits
What is the minimum number of maintenance visits that a business

would need each month in order for Plan B to be the less expensive
option?
F 6 G 7 H 8 J 9 K 10
3. A sociologist determines that the population of a city is increasing by
1.2% each year. The current population of the city is 25,000. If the
population continues to increase at the same rate, what will be the
population of the city 5 years from now?
A 22,197 B 26,536 C 29,547 D 31,149 E 44,059
(continued)
Discovering Mathematics STANDARDIZED TEST PREPARATION 41

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Quiz 12 (continued)
Name Period Date
____
4. In circle O at right, LN is a diameter and the measure of ⬔OMN M
is 38°. 38°
What is the measure of ⬔LOM? Show your work, explain in words, or N
or provide a proof showing how to find the measure of ⬔LOM.
O
L
STANDARDIZED TEST PREPARATION
Answer ______________________
5. The graph of the equation y ⫽ ⫺3x ⫹ 1 is shown on the coordinate
grid below.
y
5
x
–5 5
–5
a. On the grid, draw a graph of the equation y ⫽ ⫺3x ⫹ 1 reflected

across the y-axis.
b. Write the equation that describes your graph.
Answer __________________
Explain how you determined this equation.
________________________________________________________
________________________________________________________
________________________________________________________
42 STANDARDIZED TEST PREPARATION Discovering Mathematics

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13. a. 2(x 4) 38 c. y (x 4)2.

Therefore, the equation of the median-median line

B. See the solution to Take Another Look Activity 1 on

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2 units. Choose the points c. 5 (x 1)2 22, (x 1)2___ 27,

64 CHAPTER 4 Discovering Advanced Algebra Solutions Manual

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c. If you plan to drive less than 100 miles, then rent

D same degree measure.

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Name Period Date

equation. Graph both equations

62 LESSON 4.4 Discovering Advanced Algebra Investigation Worksheets

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Step 2 Write a few sentences describing any connections you discovered

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Name Period Date

You will need: a small mirror, one or more tape measures or

Step 3 Change your distance from the mirror and repeat

72 LESSON 4.8 Discovering Advanced Algebra Investigation Worksheets

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Step 5 Suppose this table gives your position at 1-second intervals:

Step 6 Use your two functions to answer these questions:

c. How high up the wall can you see at 3.4 seconds?

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Name Period Date

74 LESSON 4.8 Discovering Advanced Algebra Investigation Worksheets

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Step 6 Use your two functions to answer these questions:

c. How high up the wall could you see at 3.4 seconds?

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LESSON 4.2 • Worksheet

©2010 Key Curriculum Press

DISCOVERING ADVANCED ALGEBRA COURSE SAMPLER

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TEACHING AND WORKSHEET MASTERS

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Name Period Date

1. Sketch a graph to go with the following story. Identify the variables

2. Match a description with each graph.

A. Decreasing faster and faster

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Name Period Date