STANDARDS OF LEARNING CONTENT REVIEW NOTES

ALGEBRA II
2 Nine Weeks, 2012-2013
nd

OVERVIEW

Algebra II Content Review Notes are designed by the High School Mathematics Steering Committee as a resource for students and parents. They have been revised this year as part of an internship process. Each nine weeks Standards of Learning (SOLs) have been identified and a detailed explanation of the specific SOL is provided. Specific notes have also been included in this document to assist students in understanding the concepts. Sample problems allow the students to see step-by-step models for solving various types of problems. A section has also been developed to provide students with the opportunity to solve similar problems and check their answers. Supplemental online information can be accessed by scanning QR codes throughout the document. These will take students to video tutorials and online resources. In addition, a self-assessment is available at the end of the document to allow students to check their readiness for the nine-weeks test. The document is a compilation of information found in the Virginia Department of Education (VDOE) Curriculum Framework, Enhanced Scope and Sequence, and Released Test items. In addition to VDOE information, Prentice Hall Textbook Series and resources have been used. Finally, information from various websites is included. The websites are listed with the information as it appears in the document. Supplemental online information can be accessed by scanning QR codes throughout the document. These will take students to video tutorials and online resources. In addition, a self-assessment is available at the end of the document to allow students to check their readiness for the nine-weeks test. To access the database of online resources scan this QR code, or visit http://spsmath.weebly.com

The Algebra II Blueprint Summary Table is listed below as a snapshot of the reporting categories, the number of questions per reporting category, and the corresponding SOLs. Algebra II Test Blueprint Summary Table
Reporting Categories Expressions & Operations Equations & Inequalities Functions & Statistics No. of Items 13 13 24 SOL AII.1a d AII.3 AII.4a d AII.5 AII.2 AII.6 AII.7a h AII.8 AII.9 AII.10 AII.11 AII.12

Total Number of Operational Items Field Test Items* Total Number of Items

50 10 60

*These field test items will not be used to compute students scores on the tests.

It is the Mathematics Instructors desire that students and parents will use this document as a tool toward the students success on the end-of-year assessment.

***Honors Algebra II and Trig*** Completing the Square AII/T.4 The student will solve, algebraically and graphically,
b) quadratic equations over the set of complex numbers;

Completing the Square is one way to solve quadratic equations. When you complete the square, you will create a perfect square trinomial which can then be factored.

In order to complete the square you first need to transform the equation into the form . This means that you will get all of the variable terms on one side, and the constant on the other. Also, be sure that the coefficient of the Next you will complete the square by adding term is 1.

to each side of the equation.

Then you can factor the trinomial, take the square root of both sides and solve for x.

Example 1: Solve by completing the square:

Transform the equation into the form

.
Add

to both sides of the equation. so

Factor the left side, and simplify the right.

Take the square root of both sides Solve for x. Dont forget to simplify your square root if you can!!

Scan this QR code to go to a video tutorial on completing the square.

Example 2: Solve by completing the square:

Transform the equation into the form

.
Divide by 3 to get the coefficient of to 1. Remember that you are dividing all terms by 3! Add

to both sides of the equation. so

Factor the left side, and simplify the right.

Take the square root of both sides Solve for x. Dont forget to simplify your square root if you can!!

Complex Numbers AII/T.3

The student will perform operations on complex numbers, express the results in simplest form using patterns of the powers of i, and identify field properties that are valid for the complex numbers.

AII/T.4

The student will solve, algebraically and graphically, a) absolute value equations and inequalities; b) quadratic equations over the set of complex numbers;

The complex numbers are made up of the real numbers and the imaginary numbers.

Complex Numbers Imaginary Numbers Real Numbers Pure Imaginary Numbers

The imaginary number, i, is the same as

Example 1:

Simplify

We can start by pulling out to factor the negative out from under the radical.

Now simplify the radical by pulling out any perfect square factors (i.e. 4).

You can also perform operations on complex numbers. Remember that if you get an term that it can be replaced with Example 2: Simplify .
Dont forget to distribute the negative!! And then combine like terms!

Example 3:

Simplify

You can FOIL this! Combine like terms Replace Simplify with -1

Number pairs that are of the form

and

are called complex conjugates

When you multiply complex conjugates, the product is a real number. This can be used to simplify quotients of complex numbers.
Notice that the terms cancel Replace with -1

Example 4: Simplify

Example 5:

Find the quotient by using the complex conjugate.

Multiply the numerator and denominator by

Replace

with

Simplify!

Complex Numbers Simplify 1. 2. 3. 4. 5. 6. Polynomial Functions AII/T.5 The student will solve nonlinear systems of equations, including linear-quadratic and
quadratic-quadratic, algebraically and graphically. Graphing calculators will be used as a tool to visualize graphs and predict the number of solutions. AII/T.6 The student will recognize the general shape of function (absolute value, square root, cube root, rational, polynomial, exponential, and logarithmic) families and will convert between graphic and symbolic forms of functions. A transformational approach to graphing will be employed. Graphing calculators will be used as a tool to investigate the shapes and behaviors of these functions. AII/T.7 The student will investigate and analyze functions algebraically and graphically. Key concepts include d) intervals in which a function is increasing or decreasing; f) end behavior; AII/T.8 The student will investigate and describe the relationships among solutions of an equation, zeros of a function, x-intercepts of a graph, and factors of a polynomial expression.

Systems of Equations The solution to a system of equations is the place or places where two equations intersect. These two equations can be linear, quadratic, or a combination of both. Systems of two linear equations can have no solutions, one solution, or infinitely many solutions. No Solutions One Solution Infinitely Many Solutions

Two lines that are the same Two lines that are parallel. These lines have the same slope, but different y-intercepts. They will never intersect, therefore there is no solution. Two lines that intersect. These lines have different slopes which causes them to intersect in one place, therefore there is one solution. In this example the solution is (2, 3). These lines have the same slope and the same y-intercept. This means they are the same line and will share all points, therefore there are infinitely many solutions.

Scan this QR code to go to a video tutorial on solving systems of linear equations.

Systems of one linear and one quadratic equation can have no solutions, one solution, or two solutions. No Solutions One Solution Two Solutions

Because these two graphs never intersect, this system of equations has no solution.

The line and the parabola share one common point. This system of equations has one solution.

The line intersects the parabola in two places. This system of equations has two solutions.

Systems of equations can be solved graphically or algebraically. To solve a system graphically, you will graph both equations and determine the intersection points. This can be verified on your calculator.

Example 1: Solve this system of equations by graphing.

First graph both equations in your calculator.

You can see that the line crosses the parabola in two places which means this system will have two solutions! We will use the Calculate: Intersection function of your calculator to determine the ordered pairs.

Scan this QR code to go to a video tutorial on solving systems of linear and quadratic equations.

Next, push the 2ND CALCULATE menu.

button, then the TRACE button. This will take you to the
You will select 5: intersect Your calculator will ask you First curve? Scroll your cursor near the first intersection point and push enter.

Your calculator will then ask you Second curve? Again scroll your cursor near the intersection point on the second graph and press enter. It will then ask you to Guess? an intersection point. This is unnecessary, just hit enter again, and it will display the intersection point at the bottom of the screen.
The two graphs intersect at the point (-4, -8). The two graphs intersect at another point as well. Repeat the above procedure to find the other intersection point.

The solution to this system of equations is (-4, -8) and (0, -4).

To solve a system of equations algebraically, you will use the substitution method. We will solve the same system that we just solved graphically, algebraically now. Example 1: Solve this system of equations algebraically.

The substitution property states that you can substitute two equal quantities in an equation. In our system of equations, we can substitute ( ) for y from the second equation, into the first equation. This substitution will give us:
Move terms so that one side of the equation is equal to 0, then factor to solve! You can now see that or . Plug these two solutions into one of the original equations to find the corresponding y-values. This will give you your ordered pairs.

Polynomial Functions 1. How many solutions does this system have? 2. Solve the system using either method. 3. Solve the system by graphing, round your answers to the nearest hundredth.

Polynomials Graphs Degree Name Polynomial Example 0 Constant 1 Linear 2 Quadratic

Graph Example

Degree Name Polynomial Example

3 Cubic

4 Quartic

5 Quintic

(*note: graph does not match equation*)

Graph Example

End Behavior: This describes what the graph does on each end. It is usually described as either going up or down. As an example, this graph is going down to the left and up to the right.

Relative Minimum and Maximum: This describes any peaks or valleys in your graph. Absolute Minimum and Maximum: This describes the lowest and highest points on the graph. In this graph there is a relative maximum at B, and relative minimums at A and C. A would also be described as the absolute minimum of this graph. B is NOT the absolute maximum.

You may be asked to state where the graph is increasing or decreasing. You will do this in interval notation, reading the graph from left to right. This graph is decreasing over the intervals: This graph is increasing over the intervals:

The zeros of a graph refer to places on the graph where

. These will be your .

x-intercepts. This graph appears to have 3 zeros at approximately

Domain and Range refer to all of the x-values (domain) and y-values (range) that a graph will have if you extend the ends as far as they will go. When determining the domain, think about the x-axis, and when thinking about range consider the y-axis.

In the graph pictured below, even thought the graph is traveling to the right and left very slowly, along the x-axis, it will ultimately touch all x-points domain of this graph would be . to . Thus the

The range of this graph refers to all of the y-values that this graph will ultimately touch. This graph is coming down from the left and going up to the right which means that it has an absolute minimum point, on this graph, that point is A. This graph will never have a y-value smaller than the y-value at point A (which is approximately the range of this graph is . This means that the range does include ), thus

because that is where point A is, and continues all the way up to infinity.
Scan this QR code to go to a video tutorial on describing polynomial functions.

Polynomial Functions 4. For the polynomial function shown below state the: a) end behavior b) the intervals where it is increasing and decreasing c) the relative and absolute minimums and maximums d) zeros e) domain and range

Composition and Inverse Functions AII/T.7 The student will investigate and analyze functions algebraically and graphically. Key
concepts include g) inverse of a function; and h) composition of multiple functions.

Function Operations Addition Subtraction Multiplication Division ( )

Example 1: Let Find and

. . State the domain of each.

Because the domain of both original functions is all real numbers, the domain of the sum is also all real numbers, .

Because the domain of both original functions is all real numbers, the domain of the difference is also all real numbers, .

Example 2: Let Find and

. . State the domain of each.

Because the domain of both original functions is all real numbers, the domain of the product is also all real numbers, .

Example 2: continued ( )
Factor the denominator to see if you can simplify! divide to make 1!

Because any value that would make the denominator 0 is not in the domain of this function, we need to determine these values before stating the domain.

The values of 2 and -2 would make the denominator equal to 0, therefore those values are not in the domain. The domain of this function is .

Composition Functions

First you will evaluate Example 3: Let

, then you will substitute that value in for . Find and ( ) .

in

Scan this QR code to go to a video tutorial on composition and inverse functions.

Inverse Functions If an original function has as an ordered pair. as an ordered pair, this functions inverse will have

Thus to find the inverse of a function you simply switch the is often written as Example 4: What is the inverse of the relation listed below? x 3 5 7 f(x) 11 23 74

and . A function inverse

Inverse The inverse can be founding by switching the x and y terms.

x 11 23 74

f(x) 3 5 7

Example 5: Given

find

In order to find the inverse, switch the x and y terms, and then transform the function for y.

Composition and Inverse Functions Given 1. Find 2. Find 3. Find 4. Find 5. Find 6. Find 7. Find

Radical Functions AII/T.1 The student, given rational, radical, or polynomial expressions, will
b) add, subtract, multiply, divide, and simplify radical expressions containing rational numbers and variables, and expressions containing rational exponents; c) write radical expressions as expressions containing rational exponents and vice versa

Simplifying Radicals To simplify a radical you will pull out any perfect square factors (i.e. 4, 9, 16, 25, etc.) , which means 3 times the square

The square root of 9 is equal to 3, so you can pull the square root of 9 from underneath the radical sign to find the simplified answer .

root of 2. You can check this simplification in your calculator by verifying that

Another way to simplify radicals, if you dont know the factors of a number is to create a factor tree and break the number down to its prime factors. When you have broken the number down to all of its prime factors you can pull out pairs of factors for square roots, which will multiply together to make perfect squares. Example 1: Simplify
2 8 4 2 2 2 2 2 64 8 4 2

Example 2: Simplify
16 4 2 2 x x x 4 2 2 2 y

Scan this QR code to go to a video tutorial on simplifying radicals.

To simplify a root of a higher index you pull out factors that occur the same number of times as the index of the radical. As an example, if you are simplifying you

would only pull out factors that occurred 5 times, since 5 is the index of the root. Example 3: Simplify
Because this is a 4th root, I pulled out things that occurred 4 times.

Radical Operations In order to multiply or divide radical expressions they must share the same index. This means that the power of the root must be the same could not be simplified because one is a 4th root and one is a 5th could be simplified because they are both cube roots.

If and are real numbers, then If and are real numbers, and

, then

Example 1: Simplify

Because these radicals have the same index, they can be multiplied and simplified.
Because this is a cube root, pull out things that occur 3 times.

Example 2: Simplify

Radical Functions 1. Simplify 2. Simplify 3. Simplify 4. Simplify

Conjugates/Rationalizing the Denominator . When both a and b are rational

Conjugates are of the from

numbers, the product of conjugates will be a rational number. This can be used to rationalize a denominator that contains a radical. Example 1: What is the product of ( )( )

Example 2: Write this expression with a rationalized denominator

By multiplying by a fraction that is equal to 1 you are not changing the problem.

Scan this QR code to go to a video tutorial on radical operations and conjugates.

Rational Exponents Properties of Exponents Property Example

Example 1: Simplify Example 2: Write in radical form.

Example 3: Write in simplest form

Write each radical in exponential form, then use the properties of exponents to simplify.

Scan this QR code to go to a video tutorial on rational exponents.

Radical Functions 5. Write 6. Write 7. Simplify

in radical form. in exponential form.

***Honors Algebra II and Trig*** Radical Equations and Graphs AII/T.4 The student will solve, algebraically and graphically,
d) equations containing radical expressions. AII/T.6 The student will recognize the general shape of function (absolute value, square root, cube root, rational, polynomial, exponential, and logarithmic) families and will convert between graphic and symbolic forms of functions. A transformational approach to graphing will be employed. Graphing calculators will be used as a tool to investigate the shapes and behaviors of these functions.

Radical Equations may require you to square both sides of the equation. This has the potential to introduce extraneous solutions. For this reason it is very important to always check your solutions to radical equations. Example 1: Solve for y
Cube both sides of the equation to cancel out the cube root.

Dont forget to check!

Scan this QR code to go to a video tutorial on radical equations.

To solve equations with a fractional exponent, raise each side of the equation to the reciprocal power. This is because when you raise a power to a power you multiply the exponents, and multiplying by the reciprocal will make the exponent 1. Example 2: Solve for x:

Raise both sides to the reciprocal power.

Dont forget to check!

Sometimes it might be helpful to rewrite a radical using a rational exponent to solve. Example 3: What is the solution of
Isolate the radical expression. Rewrite in exponential form. Raise both sides to the reciprocal power. Dont forget to check!

Radical Equations

1. 2. 3. 4.

Answers to the
Complex Numbers

problems:
Radical Functions

1. 2. 3. 4. 5. 6.

1. 2. 3. 4. 5. 6.

Polynomial Functions 1. 2. 3. 4.

7.

Radical Equations 1. 2. 3. 4.

Composition and Inverse Functions 1. 2. 3. 4. 5. 6. 36 7.