Section 5.2: Review. Directions: Complete the table of values and graph for each equation. x y = y x y = y
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1 Section 5.: Review Name: Period: Directions: Complete the table of values and graph for each equation = = = = = = SDUHSD Math B College Prep Module #5 TEACHER EDITION
2 7. What ke words in a contet differentiate a quadratic function from a linear function? quadratic: velocit varies, ball bounces linear: constant rate of change, increases per hour, unit rate Directions: For each representation, determine if the function is linear, absolute value, quadratic, or none of these. Justif our answer.. Height in inches Shoe size This situation does not represent an of the listed functions. A person s height does not determine his or her shoe size. 9. Time Feet This situation represents a quadratic function. There is smmetr in the table of values Scott tossed a water balloon in the air, releasing it at 3 feet above the ground. The water balloon hits the ground after 3 seconds. This situation represents a quadratic function. This situation represents an absolute value function. There is smmetr in the values. 1. Josh is draining a swimming pool at a constant rate of 5 gallons per minute. This situation represents a linear function. There is a constant rate of change. 13. A person s height as a function of a person s age (from age 0 to 100). This situation does not represent an of the listed functions. At a certain age, a person no longer grows. 1. Eplain in words how the graph 9 1 compares to the graph. The graph 9 1 would be steeper and shift 1 unit to the right from the graph of. 15. Eplain in words how the graph 3 5 compares to the graph. The graph of 3 5 shifts left three units and up five units from the graph of. SDUHSD Math B College Prep Module #5 TEACHER EDITION
3 1. Eplain in words how the graph 5 compares to the graph. The graph of 5 would open down and be steeper than the graph of. 17. Eplain in words how the graph compares to the graph. The graph of would shift units to the right from the graph of. Directions: Write the equation for the given description. 1. Write the equation of the graph that is shifted two units to the left from the graph of. 19. Write the equation of the graph that is shifted si units down and is wider than the graph of. Answers will var. 0. Write the equation of the graph that is shifted seven units to the right and three units up from the graph of Write the equation of the graph that is shifted five units to the left from the graph of and is steeper. Answers will var 5. Write the equation of the graph that opens down and is shifted four units up from the graph of. Answers will var 3. Write the equation of the graph that is shifted nine units to the right and two units down from the graph of. 9. Write the equation of the graph that is wider than the graph of. Answers will var Directions: Draw an eample of a function with the given description. SDUHSD Math B College Prep Module #5 TEACHER EDITION
4 5. Discrete, decreasing on some parts of the graph and increasing on some parts of the graph. Continuous, constant for an etended amount of -values on some parts of the graph Directions: Describe the features of each of the following graphs (increasing/decreasing/constant; linear/nonlinear; discrete/continuous). Label on the graph where it is increasing, decreasing, or constant. Identif the - and -intercepts of the graph decreasing, linear, continuous intercept at (,0) and intercept at (0,) Decreasing, then constant, discrete, made up of two different linear functions No intercept and intercept at (0,) 9. State the - and -intercepts for the graph as ordered pairs. State the intervals of increase, decrease and constant in interval notation. -intercept(s): ( 10,0) and ( 5,0) and (0,0) and (5,0) -intercept(s): (0,0) interval of increase: (, ) and (0,) and (5, ) interval of decrease: (, ) and (,0) and (,5) interval of constant: none SDUHSD Math B College Prep Module #5 TEACHER EDITION
5 30. Create a graph that remains constant on the interval (,0), increases on the interval (0,) and decreases on the interval (, ). Answers will var Sketch a graph of Kerri s distance from home. Kerri starts at home, walks to her friend s house, stas at her friend s house to work on homework, then runs home. 3. The graphs below show Estefan s elevation (height above the ground) over time as he is plaing around on a flight of stairs. Assume the bottom of the stairs has an elevation of 0 feet. Match each stor to a graph b writing the letter of the stor under each graph. B C A E F D Stor A: Estefan starts at the bottom of the stairs and walks up the stairs at a constant rate. Stor B: Estefan starts at the bottom of the stairs and sprints up the stairs at a constant rate. Stor C: Estefan starts at the bottom of the stairs, runs half-wa up the stairs, turns around and runs back down the stairs. Stor D: Estefan starts at the top of the stairs and sprints down the stairs until he reaches the bottom. Stor E: Estefan starts at the top of the stairs, sprints down the stairs, and stops when he is half-wa down the stairs. Stor F: Estefan starts at the top of the stairs, runs down to the bottom, turns around and runs back up to the top of the stairs. SDUHSD Math B College Prep Module #5 TEACHER EDITION
6 Directions: In the graphs below, distance represents the distance from school. Create a stor to describe the graph and include specific details about starting points and slopes. 33. Izz a. Stor: Ted leaves school after Katie. He walks at a faster rate and the meet up. b. Draw and label a line that represents Izz who started at the same time as Katie but walked awa from school at a faster rate than Katie. 3. a. Stor: Tia is closer to school than Laurel when the girls start walking to school. The girls get to school at the same time so Laurel walked faster. Colin b. Draw and label a line that represents Colin who lives closer to school, leaves at the same time as Laurel and Tia to walk to school, and arrives at the same time as Laurel and Tia. 35. Create a stor to represent this graph. Eplain the movement at points A, B and C. Graph A Stor B C 3. Create a graph to represent the given stor. An airplane is descending to land at the airport. During its descent, it had to fl in circles until the landing was cleared of other planes. After landing and staing on the ground for 1 hour, new passengers boarded the plane and the plane ascended into the air at a constant rate. SDUHSD Math B College Prep Module #5 TEACHER EDITION
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