Algebra Honors (Periods 5 & 6)

Direct & Inverse Variations  8-9 and 8-10

Direct Variations  8-9

 f(x) = mx + b

It is a linear function. the f(x) is dependent on the x value.

A direct variation is a function defined by an equation in the form

y = kx, where k is a non zero constant. When graphing, k is  the slope

You can say that y varies directly as x

that is, as x goes up in value so does y or

as x decreases à so does y

When the domain is the set of all real numbers, the graph of a direct variation is a straight line with slope k that passes through the origin.

Given that m varies directly as n, and that m= 42 when n = 2, the constant of variation can be found by writing m = kn and substituting in those values. You find that

42 = 2k , so k = 21.
You can write the function as m = 21n.
Now when asked to find the value of m when n = 3 you just plug and chug…
m = 21(3)  so m = 63

Could we have found this a different way? YES..

Suppose ( x₁, y₁) and  ( x₂, y₂) are two ordered pairs of a direct variation defined by

y = kx and you know that neither  x₁ nor  x₂  are zero.

You know that

y₁ = kx₁    and that y₂= kx₂ 

Solving both for k you discover that

y₁/x₁ = k and so does y₂/x₂ = k

Since each ratio equals k, the ratios are equal and you can set them in an equation

y₁/x₁ = y₂/x₂  and you read this… “y₁ is to x₁ as y₂ is to x₂.”

This is a proportion!!

For this reason k is sometimes called the constant of proportionality  and
y is said to be directly proportional to x

When you use a proportion to solve a problem, you will want to recall that the product of the extremes equals the product of the means.

We reviewed a few equations and found the following to be direct variations:

y = 3x

p = 9s

d = 3.3t

even y/x = -5

But the following were determined NOT to be direct variations:

y = 3x²

xy = 4

Eample:

y varies directly as x

y = 6 and x = 72 Find the constant of variation

y = kx

6 = k(72)

6 = 72k

k = 1/12

Inverse Variations 8-10

An inverse variation is a function defined by an equation in the form:

xy = k where k is a NON ZERO constant

or  y = k/x  where x ≠ 0

You say that y varies inversely as x or that y is inversely proportional to x.

The constant k is the constant of variation.

The graph of an inverse function is NOT a straight line!

xy = k is NOT linear!

Your graph can be a hyperbola

When k is positive the branches of the graph are in Quadrants I and III

When k is negative the branches of the graph are in Quadrants II and IV

Similarly to direct variation, you can compare two ordered pairs of the same inverse variation. Since the coordinates must satisfy the equation xy = k you know that

x₁y₁=k and x₂y₂= k

or

x₁y₁= x₂y₂

Reviewing :

Direct Variation is y = kx    or y₁/x₁ = y₂/x₂

Inverse Variation  is xy = k or x₁y₁= x₂y₂

These equations show that for direct variation the quotients of the coordinates are constant and for inverse variation the products of the coordinates are constant.

Is it Direct or Inverse Variation?

y/x = k  (careful this becomes   y = kx    so its direct)

y= k/x           inverse

p = k/z          inverse

xy = 25         inverse

d= 40t          direct

m/n= 5/8      direct

x/y = 1/k      direct

kxy = 5        inverse

WORD PROBLEMS FOR DIRECT & INVERSE VARIATIONS
( 2^nd day of lesson)

Several examples were given in class:

Truck rental Company charges $35 a day plus 21 cents per mile. Normally your questions in the past were "What is the cost for a rental of a truck for ...:

1 day and 340 miles?" or

"2 days and 450 miles?"

You would just plug in and figure out the exact cost...

Then we discussed the rental of a chain saw (from the textbook)... remember it is for cutting down trees... like those which were knocked down by those tremendous winds we had last year… remember those winds…

We are given that the rental is $5.90 a hour and you must pay $6.50 for 1 can of gas. Again, in the past your questions would be something like...

"How much would it cost for 7.5 hours?"

But... you could write a linear function to represent the cost for all different rental hours.

Let h represent the hours

s(h) = 5.9h + 6.5

Now, no matter how many hours you rent the chain saw, you can figure out the cost.

Phone bills in the past charged 15 cents per message + a base charge. Let's say you were given the July bill of $18 which included 62 messages. What was the base charge?

First find out the cost of the messages (.15)(62) = $9.30 and subtract that from $18.

Or just realize it would be 18 - (.15)(62) = $ 8.70

Then you could write a linear function p(x) = .15x + 8.7

August had 76 messages... what was the bill becomes easy to solve-- just use the linear equation.

p(76) = .15(76) + 8.7 = 20.10. August bill was $20.10

Turn to Page 394

#20

distance on a map varies directly to actual distance

m= distance on the map

d= actual distance

m = kd

Given that 1 in on the map ---> 10 miles

1 = k(10)

1 = 10k

k = 0.1

so formula is m = 0.1d

writing as a proportion you would have

1/10 = m₂ / d₂

# 22 Volume directly proportional to temp T in Kelvin

5 Liters 300 degrees

V = kT

5= 300k

k = 1/60

so formula is V = (1/60)T

and as a formula before you simplify

5/300 = V₂ /T₂

or 1/60 = V₂ /T₂

Algebra Honors ( periods 5 & 6)

Linear and Quadratic Functions 8-8

This lesson will be completed in two parts:

Linear Functions:

The function g defined by g(x) = 2x - 3  is called a linear function

Notice the word line in linear

If its domain is the set of all real numbers  then the straight line that is the graph of

y = g(x) = 2x - 3  is the graph of g . 

The slope of the graph is 2 and the y-intercept is -3.

A function f defined by f(x) = mx + b is a linear function

If the domain of f is the set of all real numbers, then its graph is the straight line with slope m and y-intercept b.

Relations:

A relation is any set of ordered pairs.

The set of the first coordinates of the ordered pairs is the domain of the relation

The set of the second coordinates of the ordered pair is the range.

A function is a relation in which different ordered pairs have different FIRST coordinates.

Math 6A (Periods 2 & 4)

Proportions 7-7

Let’s continue our discussion of mythical middle schools

The 6^th grade class at Madison Middle School has 160 students and 10 teachers.

The 6^th grade class at Jefferson Middle School has 144 students and 9 teachers.

Let’s compare the two teacher to student ratios!

Thus the two ratios are equal

An equation that states that two ratios are equal is called a proportion.

The proportion above may be read as

10 is to 160   AS    9 is to 144

The numbers 10, 160, 9, and 144 are called the TERMS of the proportion.

Sometimes (especially in this textbook!) one of the terms of the proportion is missing—or is a variable.

For example, 

Let’s say we know that next year the student population  at Madison will be at 192 students. How many teachers will be needed if the teacher to student ratio is to remain the same?

First, write a “let statement” to identify your variable

Let n = the number of teachers needed next year

Then, if the teacher to student ratio is to be the same, we must have

To solve this proportion, we find the value of the variable that makes this equation true.

This can be done by finding equivalent fractions with a common denominator…

 Since the denominators are equal the numerators must also be equal so we have 160n = 10(192)

What do you do NOW?

divide carefully

n = 12

Notice that this results could also have been obtained by cross-multiplying in the original proportions. That is

to get

160n = 10(192)

n = 12

There for the school will need 12 teachers next year.

Property of Proportions                        

 with b≠  0 and d ≠ 0       Then ad = bc

3n = 8(12)

3n = 96

divide both sides by 3

n =  32

But WAIT—could you have done this another way?

Sure

What do you do to 3 to get 12? ( multiply by 4)

… so what must you do to 8?  ( multiply by 4)

that’s a great check.

So what happens if you have

from the textbook we learned

m² = 3(27)

m² = 81

Now, we have worked with square roots before—so you should be able to solve this problem.

Chapter 5 covered square roots.

Technically, you perform the following

m= 9

Math 6H (Period 3)

Ratios 6-1

In one of our our textbook, the example given involves the number of students --at what I called a mythical middle school --as well as the number of teachers. There are 35 teachers and 525 students. We can compare the number of teachers to the number of students by writing a quotient

35

525

1/15

The quotient of one number divided by a second number is called the ratio of the first number to the second number.

We can write a ratio in the following ways:

1/15                 1:15                              1 to 15

All of these expressions are read   one to fifteen.

If the colon notation is used the first number is divided by the second. A ratio is said to be lowest terms if the two numbers are “relatively prime.”

You do not change an improper fraction to a mixed number if the improper fraction represents a ratio

There are 9 players on a baseball team. Four of these are infielders and 3 are outfielders. Find each ratio in lowest terms.

a. infielders to outfielders

b. outfields to total players

# of  infielders

# of outfielders

= 4/3  or  4:3 or 4 to 3

# of outfielders

# total of players

= 3/9 = 1/3  or  1:3   or 1 to 3

A baseball players batting average is the ratio of the number of hits to the number of office times at bat.
Example is Nomar Garciaparr who got 190 hits in his 523 times at bat.
190/5332 = 5/14
Normally, batting averages are given as decimals rounded to the nearest thousandths. But we can write this ratio as 5:14 or as " 5 to 14."

We then compares two ratios. We looked at two different fish tanks
tank A had 2 fish in it and was 40 quarts
Tank B had 3 fish in it and was 15 gallons

Fish in Tank A   2 fish 
Fish in Tank B   3 fish

2
3

Volume in Tank A
Volume in Tank B

40 quarts
15 gallons

WAIT-- we must compare quantities in terms of common units. When a common unit is used, the ratio a:b does NOT have units!
4 quarts = 1 gallon so 40 quarts must be 10 gallons

10 gallons
15 gallons

10/15 = 2/3

The two ratios are equal

Comparing Three Ratios
We compared the records of three soccer teams from three different schools
Chestnut HS   wins:  10   AND losses: 8
Mae Jennison wins:  12   AND losses: 8
Buena Vista  wins:  16   AND losses: 12

Which team had the best record?
Two Methods:
A. Find the team with the greatest ratio of wins to losses

Chestnut :  10/8 = 5/4
Mae Jennison: 12/8 = 3/2
Buena Vista:  4/3

Mae Jennison has the best record
B. Find the team with the greatest ratio of wins to TOTAL games:



Chestnut: 10/18 = 5/9
Mae Jennison: 12/20 = 3/5
Buena Vista: 16/28 = 4/7

Because 3/5= 0.6 is greater than 5/9 (5/9= 0.55555) or 4/7( 4/7= 0.5714...)
Mae Jennison has the best record

Notice we change the fractions to decimals to compare. However, you can use your skills with fractions to easily compare the fractions.

Some ratios compare measurements. In these cases we must be sure the measurements are expressed in the same units

It takes Matt 4 minutes to mix some paint for his science project. It takes him 3 hours to complete painting his science project. What is the ratio of the time it takes Matt to mix the paint to the time it takes Matt to paint his project?

Use minutes as a common unit for measuring time. You must convert the hours to minutes first

3h = 3 · 60min = 180 min

The ratio is :

min to mix

min to paint

  =   4/180 = 1/45    or 1:45

Some ratios are in the form

 40 miles per hour   or 5 pencils  for a dollar

“ I want my… I want my…. I want my … MPG!!”

These ratios involve quantities of different kinds and are called rates. Rates may be expressed as decimals or mixed numbers. Rates should be simplified to a per unit form. When a rate is expressed in a per unit form, such a rate is often called a  unit rate.

Amir’s dad’s car went 258 miles on 12 gallons of gas. Express the rate of fuel consumption in miles per gallon.

The rate of fuel consumption is

258 miles

12 gallons

= 21 1/2 miles per gallon

Some of the most common units in which rates are given are the following:

mi/gal or mpg                                                  miles per gallon

mi/h or mph                                                     miles per hour

km/L                                                                kilometers per liter

km/h                                                                kilometers per hour

Page 229
1 What is the cost of grapes in dollars per kilogram if 4.5 kg of grapes costs $7.56?
$7.56/4.5 kg divide carefully and you discover it is $1.68/kg
2. THe index of refraction of a transparent substance is the ratio of the speed of light in space to the speed of light in the substance.
Using the table from the textbook (look at page 229) Find the index of refraction of
a) glass
300,000/200,000 straight from the chart, which can simplify to 3/2
b) water
300,000/225,000 again from the chart, which can simplify to 4/3

3. The mechanical advantage of a simple machine is the ratio of the weight lifted by the machine to the forse necessary to lift it.
What is the mechanical advantage of a jack that lifts a 3200 pound car with a force of 120 pounds?
3200/120 = 80/3

4. The C string of a cello vibrates 654 times in 5 seconds. How many vibrations per second is this?
654 vibrations/5seconds... divide carefully and you find... 130 4/5 vibrations per second

5. A four-cubic-foot volume of water at sea level weights 250 pounds. What is the density of water in pound per cubic foot?
250 pounds/4 cubic ft ... divide carefully and you find 62 1/2 lb/ft³

6. A share of stock that costs $88 earned $16 last year. What was the price to earnings ratio?
88/16 = 11/2

7. we did in our spiral notebooks this year... please check

Math 6A ( Periods 2 & 4)

Ratios 7-6

In our textbook, the example given involves the number of students --at what I called a mythical middle school --as well as the number of teachers. There are 35 teachers and 525 students. We can compare the number of teachers to the number of students by writing a quotient

35

525

1/15

The quotient of one number divided by a second number is called the ratio of the first number to the second number.

We can write a ratio in the following ways:

1/15                 1:15                              1 to 15

All of these expressions are read   one to fifteen.

If the colon notation is used the first number is divided by the second. A ratio is said to be lowest terms if the two numbers are “relatively prime.”

You do not change an improper fraction to a mixed number if the improper fraction represents a ratio

There are 9 players on a baseball team. Four of these are infielders and 3 are outfielders. Find each ratio in lowest terms.

a. infielders to outfielders

b. outfields to total players

# of  infielders

# of outfielders

= 4/3  or  4:3 or 4 to 3

# of outfielders

# total of players

= 3/9 = 1/3  or  1:3   or 1 to 3

Some ratios compare measurements. In these cases we must be sure the measurements are expressed in the same units

It takes Matt 4 minutes to mix some paint for his science project. It takes him 3 hours to complete painting his science project. What is the ratio of the time it takes Matt to mix the paint to the time it takes Matt to paint his project?

Use minutes as a common unit for measuring time. You must convert the hours to minutes first

3h = 3 · 60min = 180 min

The ratio is :

min to mix

min to paint

  =   4/180 = 1/45    or 1:45

Some ratios are in the form

 40 miles per hour   or 5 pencils  for a dollar

“ I want my… I want my…. I want my … MPG!!”

These ratios involve quantities of different kinds and are called rates. Rates may be expressed as decimals or mixed numbers. Rates should be simplified to a per unit form. When a rate is expressed in a per unit form, such a rate is often called a  unit rate.

Dani’s dad’s car went 258 miles on 12 gallons of gas. Express the rate of fuel consumption in miles per gallon.

The rate of fuel consumption is

258 miles

12 gallons

= 21 1/2 miles per gallon

Some of the most common units in which rates are given are the following:

mi/gal or mpg                                                  miles per gallon

mi/h or mph                                                     miles per hour

km/L                                                                kilometers per liter

km/h                                                                kilometers per hour

Page 229
1 What is the cost of grapes in dollars per kilogram if 4.5 kg of grapes costs $7.56?
$7.56/4.5 kg divide carefully and you discover it is $1.68/kg
2. The index of refraction of a transparent substance is the ratio of the speed of light in space to the speed of light in the substance.
Using the table from the textbook (look at page 229) Find the index of refraction of
a) glass
300,000/200,000 straight from the chart, which can simplify to 3/2
b) water
300,000/225,000 again from the chart, which can simplify to 4/3

3. The mechanical advantage of a simple machine is the ratio of the weight lifted by the machine to the forse necessary to lift it.
What is the mechanical advantage of a jack that lifts a 3200 pound car with a force of 120 pounds?
3200/120 = 80/3

4. The C string of a cello vibrates 654 times in 5 seconds. How many vibrations per second is this?
654 vibrations/5seconds... divide carefully and you find... 130 4/5 vibrations per second

5. A four-cubic-foot volume of water at sea level weights 250 pounds. What is the density of water in pound per cubic foot?
250 pounds/4 cubic ft ... divide carefully and you find 62 1/2 lb/ft³

6. A share of stock that costs $88 earned $16 last year. What was the price to earnings ratio?
88/16 = 11/2

7. we did in our spiral notebooks this year... please check

Algebra Honors ( periods 5 & 6)

Functions Defined by Equations 8-7

Tickets to the LCMS  play cost $5 Production expenses are $500. The school’s profit, p, will depend on n, the number of  tickets sold.    

 profit  - $5 ( number of tickets) - $500   or

p =  5n – 500

The equation p = 5n – 500 describes a correspondence between the number of tickets sold and the profit.

The correspondence is a function whose domain is the set of tickets that could be possibly sold

domain D = { 0, 1, 2, 3, ….}

The range is the set of profits that are possible including “ negative profits” or losses if too few tickets are sold.

Range R= {-500, - 495, - 490, -485…}

If we call this profit function P we can use arrow notation and write the rule 

P: nà 5n – 500

which is read 

“ the function P that assigns 5n – 500 to n” 

or “ the function P that pairs n  with  5n – 500.” We could also use function notation: P(n) = 5n – 500 Which is read

“P of n equals 5n – 500” or

 “ the value of P at n is  5n – 500.”

To specify a function completely, you must describe the domain of the function as well as give the rule. The numbers assigned by the rule then form the range of the function.

 Example: 

List the range of

g:xà4 + 3x- x²    If the domain D = { -1, 0, 1, 2}

Create a chart   or an xy table

replace x with each member of D ( the domain) to find the members of the range R

When x = -1 y = 0

When x = 0 , y = 4

when x = 1 , y = 6

when x = 2 , y = 6

R = { 0, 4, 6}

Notice that the function g assigns the number 6 to both 1 and 2. In listing the range of g, however, we only name 6 once.

Members of the range of a function are called values of the function. 

 The values of this example are 0, 4,  and 6.

To indicate that a function g assigns  to 2 the value 6, you write g(2) = 6

which is read “ g of 2 equals 6” or “ the value of g at 2 is 6.”

Note the g(2) is NOT the product of g and 2. It names the number that g assigns to 2.

Algebra Honors ( Periods 5 & 6)

Determining an Equation of a Line 8-5

Write an equation of a line that has slope 2 and y-intercept 3

Easy! remember           y = mx + b

just substitute in what you have… y = 2x + 3

Write an equation of a line that has slope -4 and x-intercept 3.

This is a little different. 

The x-intercept is the x-coordinate of the point where a line crosses the x-axis. So here the point must be (3,0) so now you can substitute into y=mx + b and find b.

First substitute in -4 for m  y = -4x +b

To find b , substitute 3 for x and 0 for y in y = -4x + b

so

0=-4(3) + b

0=-12 + b

12=b

Therefore the equation must be y = -4x + 12

Write an equation of the line passing through the points ( -2, 5) and ( 4, 8)

Since it doesn't give us the slope, we must find it using

   

Substitute  ½ for m in y = mx + b

y =  x/2 + b

Choose one of the points, say (4, 8) and substitute 4 for x and 8 for y.

8 = (1/2)(4) + b

8 = 2 + b

6 = b

Therefore the equation is y = (1/2)x + 6

or y = x/2 + 6

Note: that we could have used the point ( -2, 5) and the resulting equation would have been the same!

Write an equation in STANDARD FORM for the following line described

The line that is parallel to x – 2y + 7 = 0 and contains ( -4, 0)

The first thing we need to do is change the given line into slope-intercept form 

y = mx + b

-2y = -x – 7  becomes   y = x/2 + 7/2

If the line we are trying to find is parallel to that line its slope must also be ½

Now using y = mx + b and the point on the line

0 = (1/2)(-4) + b

0= -2 + b

b = 2

so the line is y = x/2 + 2

BUT that is not in standard form Ax + By = C

Where A, B, and C are integers and A is a  whole number

-x/2 + y = 2

Now multiply everything by -2

x- 2y = -4

Find a line passing through ( -2, 3), (2, 5) and (6, k)  Find k

First find the slope using the two given points

y = (1/2)x +b

Using ( -2,3)

3 = (1/2)(-2) + b

3 = -1 + b

4 = b

y = (1/2)x + 4  is the equation of the line so to solve for k

k = (1/2)(6) + 4

k = 3 + 4 = 7

Algebra Honors ( Periods 5 & 6)

Rises Up... run out...

Algebra Honors ( Periods 5 & 6)

The Slope-Intercept Form of a Linear Equation 8-4

For every real number, the graph of the equation y = mx is the line that has slope m and asses thrugh the origin.

For all real numbers m and b, the graph of the equation

y = mx + b

is the line whose slop is m and whose y-intercept is b.

This is called the slope intercept form of an equation of a line.

Find the slope and y-intercept of

We know m = 3/5 and b = 2

so the slope is 3/5and the y-intercept is 2

 Using only the slope and y-intercept to graph

The slope = -3/4 and the y-intercept is 6

Since the y-intercept is 6 you plot (0, 6)

Since the slop is -3/4 move 3 units down and 4 units to the right to locate a second point.

Draw the line between the two points and write the equation of the line directly above the line.

(Check our textbook)

Use only the slope and y-intercept to graph

2x – 5y = 10

Solve for y to transform the equation into the form y = mx + b

2x -5y = 10

-5y = -2x + 10

the slope is 2/5 and the y intercept is -2

Since the y intercept is -2, plot ( 0, -2)

Since the slope is 2/5 move 2 units up and 5 units to the right to locate the second point. Draw the line through the two points and write the equation directly above the line.

SEE TEXBOOK for the accurate graph

Lines in the same plane that do not intersect are PARALLEL.

Different lines with the same slope are parallel

Parallel lines that are not vertical have the same slope.

Show that the lines whose equations are 2x + y = 8 and y = -2x + 6 are parallel

write each equation in slope-intercept form

2x + y = 8 becomes y = -2x + 8

and the 2^nd one is y - -2x + 6

Slope of both is -2

Since both lines have the same slope AND different y–intercepts, they are parallel.

Perpendicular Lines

Any two lines that intersect to form right angles are perpendicular. 

In a plane, two lines that are not horizontal or vertical are perpendicular if and only if the product of their slopes is -1.

In a plane vertical lines and horizontal lines are perpendicular.

Show that the graphs of the following lines  are perpendicular

Write 6y + 8x = 7 in slope intercept form

The slope is -4/3

The slope of the first equation is ¾

(3/4)(-4/3) = -1

Therefore the lines are perpendicular

What about y = x + 6

and y = -x +4

they are perpendicular because (1)(-1) = -1

Math 6H ( Period 3)

The Tangram Story
(One of the activities we did while students were at Astro Camp)

Once upon a time, long, long ago, in a faraway magical land lived a little boy named Tan. The emperor of the land had entrusted Tan with a very special task. The emperor had given Tan a magical square tile and asked him to deliver it to one of the emperor’s subjects who lived in the countryside. Tan was instructed to go directly to the subject’s house and not stop along the way. But, along the way, Tan encountered a group of his friends playing along the river. Tan thought he would stop for just a few minutes to rest and play … when alas; the tile flew out of his pocket and broke into seven pieces. Tan and his friends were so upset that they tried for days to put the tile back together again. They were able to form many beautiful designs of birds and animals and flowers but never the square tile. His designs have been handed down form generation to generation for over 3000 years and are known as Tangram puzzles.
If you would like to enjoy creating some of these puzzles or are interested in how to create your own tile, come in before or after school.

Math 6A (Periods 2 & 4)

The Tangram Story
(One of the activities we did while students were at Astro Camp)

Once upon a time, long, long ago, in a faraway magical land lived a little boy named Tan. The emperor of the land had entrusted Tan with a very special task. The emperor had given Tan a magical square tile and asked him to deliver it to one of the emperor’s subjects who lived in the countryside. Tan was instructed to go directly to the subject’s house and not stop along the way. But, along the way, Tan encountered a group of his friends playing along the river. Tan thought he would stop for just a few minutes to rest and play … when alas; the tile flew out of his pocket and broke into seven pieces. Tan and his friends were so upset that they tried for days to put the tile back together again. They were able to form many beautiful designs of birds and animals and flowers but never the square tile. His designs have been handed down form generation to generation for over 3000 years and are known as Tangram puzzles.
If you would like to enjoy creating some of these puzzles or are interested in how to create your own tile, come in before or after school.

Algebra Honors ( Periods 5 & 6)

Check this out & have fun learning the words to y = mx +b

Algebra Honors (periods 5 & 6)

Points, Lines, and Their Graphs 8-2

We reviewed graphing or plotting an ordered pair as a point on a coordinate plane.
Horizontal axis is the x-axis
vertical axis is the y-axis

origin is at (0,0)

an ordered pair (3,2) lists the coordinates of a point. In this instance we called the Point A
3 is the x-coordinate also know as the abscissa of A
2 is the y-coordinate also known as the ordinate of A

the x- and y-axes are also called coordinate axes and the number plane is often called the coordinate plane. The coordinate axes separate a coordinate plane into four quadrants identified by Roman Numerals. See page 354 for details.
Points on the coordinate axes are NOT considered to be in any quadrant.

The graph of an equation in two variables consists of all the poins that are the graphs of the solutions of the equations.
x + 2y = 6 has the following ordered pairs:
(0,3)
(2,2)
(4,1)
(6,0)
There are infinite number of solutions-- such as
(-2,4)
(1, 2.5)
The graph of all the solutions lie on the straight line that is drawn when the points are connected.

x + 2y = 6 is a linear equation because its graph is a line.
All linear equations in the variables x and y can be written in the form
ax + by = c
or
Ax + By = C
where a, b, and c are real numbers with a and b noth both zero. If a, b, and c are integers, then the equation is said to be in standard form.

2x -5y = 7 and 4x + 9y = 0 and y = 3 are examples of linear equations in standard form

(1/2)x + 4y = 12 is not
y = 3x -1 is not
neither is x²y + 3y = 4
nor xy = 6

Although you only need two points to determine a line, I suggest you plot 3-- whenever possible to guard against mistakes.

The easiest solutions to find are those where the line crosses
the x-axis ( y = 0) and
the y-axis ( x = 0)

Algebra Honors ( Periods 5 & 6)

Simple Radical Equations 11-10

Solving equations involving radicals are solved by isolating the radical on one side of the equals sign and then squaring both sides of the equation.
140 = √2(9.8)d all under the √
140 = √19.6d
(140)² = (√19.6d)²
19600 = 19.6d
1000=d
The solution set is {1000}
Solve
√(5x+1) + 2 = 6
√(5x+1) = 4
[√(5x+1)]² = (4)²
5x + 1 = 16
5x = 15
x = 3
The solution set is {3}

When you square both sides of an equation, the new equation may NOT be equivalent to the original equation Therefore, you must CHECK EVERY POSSIBLE ROOT IN THE ORIGINAL EQUATION to see whether it is indeeed a root.
Solve
√(11x² -63) - 2x = 0

√(11x² -63) = 2x

√(11x² -63)² = (2x)²
11x² -63 = 4x²
7x² = 63
x² = 9
x = ± 3
Now we need to check for BOTH + 3 and - 3

Rewrite the original equation



√(11x² -63) - 2x = 0
√(11(3)² -63) - 2(3) = 0
√99-63 - 6 = 0
√36 - 6 = 0
6-6 = 0
That's true
Now for x = -3

√(11(-3)² -63) - 2(-3) = 0
√(99 -63) + 6 = 0
√36 + 6 = 0
12 ≠ 0
So -3 is NOT a solution


Fractional Exponents

In chapter 4 we reviewed the law of exponents:
a^m ⋅aⁿ = a^m+n
Thus you know
2⁴⋅2⁵= 2⁹
What do you notice? What would be the value of n in the equation
2ⁿ⋅2ⁿ = 2
Using what we know from above,
2ⁿ⋅2ⁿ = 2ⁿ⁺ⁿ = 2²ⁿ

The bases are equal ( and NOT -1, 0 or 1). Therefore the exponents must be equal.
That says
2n = 1
n = 1/2

and you have
2^1/2⋅2^1/2=2
Because √2⋅√2 = 2 and (-√2)(-√2) = 2 we note that 2^1/2 as either the positive or negative square root of 2
Selecting the positive or principal square root we define,
2^1/2 = √2

Radicals are not restricted to square roots. The symbol ∛ represents the third ( or cube) root, ∜ represents the fourth root and so on...
As you have learned the root index is omitted when n = 2

Just as the inverse of squaring a number is finding the square root, the inverse of cubing a number is finding the cube root. Since 2³ = 8
∛8 ( read the cube root of 8) is 2.
Likewise (-2)³ = -8
∛(-8) = -2

BE CAREFUL---> While ∛-8 is a real number √-8 is not
In general, you CAN find ODD roots of negative numbers but not EVEN Roots!!

Solve
4ⁿ⋅4ⁿ⋅4ⁿ= 4
4³ⁿ = 4
Since the bases are EQUAL ( that's the KEY), the exponents are also!!
so 3n = 4
n = 3/4


You know that ∛7 = 7 ^1/3 So How would you write (∛7) ² in exponential form?
(∛7) ² = (7^1/3)² = 7^(1/3)2 = 7^2/3

Simplify:

16^3/4
First write as
∜16³
Now change 16 into 2⁴ Why?
You end up with ∜(2⁴)³
Looking at just ∜2⁴ you realize you have 2
and so you are left with
2³ = 8