Worksheet

38 (7.1)

Chapter 7 Quadratic Equations and

Inequalities

7.1 Complex Numbers

A complex number is any number that can be expressed in

the form

a + bi, where a and b are real numbers.

The standard form of a complex number is a + bi. The real

number a is called the real part of the complex
number and the real number b is called the imaginary
part of the complex number.

Important definitions involving i:

1. i = - 1
2. i 2 = - 1
3. - b = i b
Note: The square root of any negative real number must be
rewritten as an imaginary number before doing
any computation.

Summary 1:
Warm-up 1. a) Give the real part and imaginary part of -2 +
5i.

a = _____ b = _____

b) Give the standard form of -5i. _______________

c) Rewrite - 49 as an imaginary number.

- 49 =i
=i ( )
= ______

d) Rewrite - 45 as an imaginary number.

151
 - 45 =i
=i ( ) or 3 i
Worksheet 38 (7.1)

Problems

1. Give the real part and imaginary part of 2 - 5i.

2. Give the standard form of 7.

3. Rewrite - 100 as an imaginary number.

4. Rewrite - 48 as an imaginary number.

Summary 2:

Adding
1. Add complex
the real parts.
numbers: (a + bi) + (c + di) = (a + c)
+ (b2.
+Add
d)i the imaginary parts.
3. Express in standard form.

Subtracting complex numbers: (a + bi) - (c + di) = (a - c)

+ (b - d)i

1. Subtract the real parts.

2. Subtract the imaginary parts.
3. Express in standard form.

Warm-up 2. Add or subtract as indicated:

a) (4 - 9i) + (-8 + 3i) = (4 + ____) + (-9 + ____)i

= _____ + _____i or ___________

b) (-2 - i) - (-1 - 4i) = (-2 - ____) + (-1 - ____)i

= _____ + _____i

Problems - Add or subtract as indicated:

5. (3 + 2i) + (-5 + 7i)

6. (3 + i) - (9 + 4i)
Worksheet
38 (7.1)

152
Summary 3:

Multiplying complex numbers:

1. Follow summary 2 in section 3.3 for multiplying two

binomials. Note: A complex number has a
binomial form.
2. Replace i2 with -1.
3. Simplify to express the result in standard form.

Warm-up 3. Find the following products:

a) (2 + 5i)(4 + 3i) = 2( ) + 5i( )

= _____ + 6i + _____ + 15i2

= 8 + 26i - _____

= ___________

b) (3 - 5i)2 = ( )( )

= 3( ) - 5i( )

= _____ - 15i - 15i + _____

= 9 - 30i - _____

= ___________

c) (2 - 7i)(2 + 7i) = 2( ) - 7i( )

= _____ + 14i - _____ - 49i2

= _____ + 0i + _____

= ___________

Problems - Find the following products:

7. (-2 + 6i)(4 - 3i)

153
 8. (4 - 2i)2
Worksheet 38 (7.1)

9. (1 - 3i)(1 + 3i)

Two complex numbers a + bi and a - bi are called

conjugates of each other.

Note: The product of a complex number and its conjugate is

always a real number - see warm-up 3c and problem 9 in
above summary.

Dividing complex numbers:

1. Determine the conjugate of the denominator.

2. Multiply both numerator and denominator by this
conjugate to obtain an equivalent fraction with a real-
number denominator.
3. Express the result in standard form when directed to do
so.

Summary 4:
Warm-up 4. Find the following quotients:

2i ( 2i )( )
a) =
5 - 4i (5 - 4i)( )
2i( ) + 2i( )
= 2
25 - 16 i
( )- 8
=
25 - ( )
- 8 + 10i
=
( )
= (standard form)

4 - 3i (4 - 3i)( )
b) =
7 - 2i (7 - 2i)( )
28 + ( )-( ) - 6 i2
=
49 - 4 i 2
28 - ( )+( )
=
49 + ( )
Worksheet

154
38 (7.1)

( ) - 13i
=
53
= (standard form)

7 (7)( )
c) =
5i (5i)( )
( )
=
( )
- 35i
=
( )

Note: In warm-up 4c, the numerator and denominator could have

been multiplied by i to produce the same result.

Problems - Find the following quotients:

5i
10.
- 3 + 2i

3 - 4i
11.
2+i

- 3 + 2i
12.
5i

Worksheet 39 (7.2)

7.2 Quadratic Equations

Summary 1:

155
 A quadratic equation is a second-degree equation in one
variable
For quadratic
that equations
containsofathe
variable
form xwith
2
= an
a, where
exponent
x is of
a variable
two.
and a is any real number, the following square root property
holds true:
For any real number a, x2 = a if and only if
x = a or x = - a .

Solving quadratic equations of the form x2 = a:

1. If necessary, rewrite the equation in the form x 2 = a.

2. Apply the above square root property: x =  a
3. Solve for x.
4. Write an appropriate solution set.
5. Check when directed to do so.

Warm-up 1. Solve each of the following quadratic

equations by applying the square root property:

a) x 2 = - 16
x =
x= The solution set is __________.
b) (n - 1 )2 = 36
n - 1=
n - 1= 
n - 1 =______ or n - 1 =______
n =______ or n =______
The solution set is __________.
Worksheet
39 (7.2)

c) (2y - 3 )2 = - 45
2y - 3 = 
2y - 3 =  i
2y - 3 =  3 i
2y = 3i 5

y= The solution set is

2
___________.

d) 2(y + 5 )2 - 9 = 41
2(y + 5 ) = 2

(y + 5 )2 =
y+5 =
y +5= or y +5=
y= or y= The solution set is

156
 __________.

Problems - Solve each of the following quadratic equations

by applying the square root property:
1. y = - 49
2

2. (m - 2 )2 = 16

3. (3x - 2 )2 = - 48

Worksheet 39 (7.2)

4. 3(x + 1 )2 - 10 = 65

Summary 2:

Using the Pythagorean Theorem, summary 3 in section 3.7,

can also lead to solving quadratic equations in the form
x = a.
2

Warm-up 2. Set up and write an algebraic equation, then

solve:

 Note: Drawing a figure is helpful in the word problem which follows.

a) A rectangular parking lot is 25 yards wide. Find, to the
nearest yard, the length of the parking lot if the diagonal
is 50 yards long.

Let x = length of rectangular lot

a2 + b2 = c2
) + 252 = 50 2
2
(
2
x + = 2500
x =
2

157
 x =
x
The length of the parking lot is _______ yards.

Problem - Set up and write an algebraic equation, then solve:

5. Find, to the nearest tenth, the length of one side of a square with
a diagonal that is 20 meters long.

Worksheet
40 (7.3)

7.3 Completing the Square

Summary 1:

158
 The
Note:
standard
The coefficient
form ofaaisquadratic
often referred
equation
to as the
is ax
leading
2
+ bx +
coefficient.
c = 0, where a, b, and c are real numbers and a0.

A perfect square trinomial results from squaring a binomial:

(x + a)2 = x2 + 2ax + a2
Note: The constant in a perfect square trinomial is equal to
the square of one-half of the coefficient of the x-term.

Rewriting a quadratic equation in the form x2 = a:

1. Put the given equation in standard form.
2. If the leading coefficient is not 1, apply the multiplication
property of equality by dividing each term on both
sides by the given leading coefficient.
3. Apply the addition property of equality to move the
constant to the right side of the equation.
4. Examine the remaining terms on the left side to
determine what value must be added to obtain a
perfect square trinomial on the left side of the equation.
This is done by finding the square of one-half of the
coefficient of the x-term.
5. Apply the addition property of equality by adding the
result from
step 4 to both sides of the equation.
6. Express the perfect square trinomial found in step 5 as
the square of a binomial.
7. The quadratic equation is now in the form x 2 = a where x
represents a binomial and a represents a real number.

159
 Warm-up 1. Rewrite the given equation in the form x2 =
a:

a) 2 y 2 + 8y + 10 =0
2
2y 8y 10 0
+ + =
( ) ( ) ( ) ( )
2
y +( )+ 5 =0
2
y + 4y =( )
Worksheet 40 (7.3)

To complete the square for y2 + 4y:

a) ½(4) = 2
b) (2)2 = 4
2
y + 4y + ( ) = - 5 +( )
2
y + 4y + 4 =( )
( 2
) =-1

b) x
2
= 3x + 10
2
x -( )=0 )-(
x - 3x = ( )
2

2
To complete the square for x - 3x:
-3
a) ½(-3) = 2
2
b)  -3 
2  =

9
4
2
x - 3x + ( ) = 10 + ( )
( )
2
x - 3x + 94 = 4
+ 94
49
( )
2
= 4

Problems - Rewrite the given equation in the form x2 = a:

1. y 2 - 10y + 28 = 0

2. 2 x 2 = 5x + 3

160
 Worksheet
40 (7.3)

Completing the square refers to the method used to solve

any quadratic equation by rewriting it first in the form x 2 =
a.

Solving quadratic equations by completing the square:

1. Rewrite the quadratic equation in the form x 2 = a - see

summary 1 above.
2. Apply the square root property: x2 = a if and only if
x =  a - see summary 1 in section 6.2.
3. Solve for x.
4. Write an appropriate solution set.
5. Check when directed to do so.

Summary 2:

Warm-up 2.Solve by completing the square:

a) 2
y - 10y + 28 =0
2
y - 10y =(
)
) = - 28 + ( )
2
y - 10y + (
2
y - 10y + 25 =( )
( )
2
=-3
y-5 =
y =( ) -3
y =5  i

The solution set is _____________.

b) 2 x2 = 5x + 3
2
2 x -( )-( ) =0
2
2x 5x 3 0
- - =
( ) ( ) ( ) ( )

161
Worksheet 40 (7.3)

2
x - 52 x - ( ) =0
2 3
x - 52 x = 2
2
x - 52 x + ( ) = 32 + ( )
2 ( )
x - 5
2 x + 16
25
= 16
49
( )
2
= 16
x- 5
4 =
x- 5
4 =( )
x - 45 = or x - 54 =
x= or x=
The solution set is __________.

Problems - Solve by completing the square:

3. 3 x 2 = 14x + 5

4. 2
y + 8y + 25 = 0

Worksheet
41 (7.4)

7.4 The Quadratic Formula

Summary 1:

162
 The
axquadratic
2
+ bx + c =formula
0 for x. is derived from completing the
square to solve
The quadratic formula is used to solve any quadratic equation
in standard form.

The Quadratic Formula:

Given ax2 + bx + c = 0, x = - b  b - 4ac
2

2a
Note: Since the quadratic formula is frequently used in
algebra, it is common to memorize the formula for
instant recall.

Using the quadratic formula to solve any quadratic

equation:

1. If necessary, rewrite the given equation in standard form:

ax2 + bx + c = 0
2. Identify a, b, and c from the standard form.
3. Recall the quadratic formula: x = - b  b - 4ac
2

2a
4. Substitute a, b, and c in the quadratic formula to evaluate
x.
5. Write an appropriate solution set.
6. Check when directed to do so.

163
 Warm-up 1. Solve using the quadratic formula:
a) x + 2x = 2
2

x + 2x - 2 = ( ) ; a = ____, b = ____, c = ____

2

-b  2
b - 4ac
x=
2a
2
-( ) ( ) - 4( )( )
x=
2( )

Worksheet 35 (7.4)

( ) 4 +( )
x=
2
-2
x=
2
-2 2
x=
2
2( )
x=
2
x= The solution set is ____________.

b) 2y(y + 3) = - 17
2
y + y+ = 0 ; a = ____, b = ____, c = ____

-b  2
b - 4ac
y=
2a
2
-( ) ( ) - 4( )( )
y=
2( )
( ) ( )-( )
y=
4
-6 
y=
4
-6  ( )
y=
4
2( )
y=
4
y= The solution set is ____________.

Worksheet

164
41 (7.4)

c) 6 n2 - 5n - 25 = 0 ; a = ____, b = ____, c = ____

-b  2
b - 4ac
n=
2a
2
-( ) ( ) - 4( )( )
n=
2( )
5 ( )+( )
n=
( )
5
n=
12
5 ( )
n=
12
5 +( ) 5 -( )
n= or n =
12 12
n= or n=

The solution set is __________.

Note: 6n2 - 5n - 25 = 0 can also be solved by factoring 6n 2 - 5n - 25.

Try it.

Problems - Solve using the quadratic formula:

1. x2 + 7 = 3x

2. 2x2 + 5x = 3

3. 4x2 - 20x + 25 = 0

Worksheet 41 (7.4)

Summary 2:

165
 The root of an equation is another name for solution.
The discriminant is the number which appears under the
radical sign (radicand) in the quadratic formula: b2 -
4ac.

The discriminant indicates the kind of roots a quadratic

equation will have. It allows for looking ahead to tell the type
of solution that can be expected.

Nature of roots for ax2 + bx + c = 0:

1. If b2 - 4ac < 0, then the equation has two nonreal

complex solutions.
2. If b2 - 4ac = 0, then the equation has one real solution
with multiplicity of two.
3. If b2 - 4ac > 0, then the equation has two real solutions.

Evaluating the discriminant to determine the nature of

the roots for a quadratic equation:

1. Rewrite equation in standard form: ax 2 + bx + c = 0

2. Identify a, b, and c from the standard form.
3. Recall the expression for the discriminant: b 2 - 4ac
4. Substitute a, b, and c and evaluate the expression.
5. Use this value to compare to 0, see list above, and
determine the type of solution that will be obtained.
Note: The equation can be solved to verify the conclusions
made using the discriminant.

166
 Warm-up 2. Use the discriminant to determine the nature
of the roots:

a) x2 + 5x - 24 = 0 ; a = ____, b = ____, c = ____

b2 - 4ac = ( )2 - 4( )( )
= 25 + ( )
= _____

Circle the true statement:

121 < 0 ; two nonreal complex solutions
121 = 0 ; one real solution with a multiplicity of
two
121 > 0 ; two real solutions

Therefore, x2 + 5x - 24 = 0 has _______________

solutions.
Worksheet
41 (7.4)

b) 2y2 + 17 = 6y
____________________ = 0 ; a = ____, b = ____, c = ____

b2 - 4ac = ( )2 - 4( )( )
= _____ - 136
= _____

Circle the true statement:

-100 < 0 ; two nonreal complex solutions
-100 = 0 ; one real solution with multiplicity
of two
-100 > 0 ; two real solutions

Therefore, 2y2 + 17 = 6y has ______________________

solutions.

Problems - Use the discriminant to determine the nature of

167
the roots:

4. 9x2 - 12x = 60

5. x2 + 12x + 36 = 0

Summary 3:

All quadratic equations have two roots, x1 and x2.

Note: When b2 - 4ac = 0, there is one real solution with a

multiplicity of two. This means that the two roots are equal.

Given ax2 + bx + c = 0 with roots x1 and x2, the two following

relationships hold true:
b
1. Sum of the Roots: x1 + x2 = -
a
c
2. Product of the Roots: (x1)(x2) =
a
Both of these relationships can be tested. If both test true,
then the values are in the solution set. The sum and
product of the roots can be used to replace traditional
checking which may be cumbersome with irrational or
complex roots.

Worksheet 41 (7.4)

Warm-up 3. Use the sum and product of the roots to

check the previously solved equations:

a) y2 - 10y + 28 = 0 (See warm-up 2(a) in section 6.3.)

Solution Set =  5 + i 3 , 5 - i 3 

168
 b
Sum of the Roots: x1 + x 2 = -
a
-( )
( )+( )=
( )
10 = 10

c
Product of the Roots: ( x1 )( x 2 ) =
a
( )
( )( )=
( )
( )+( ) = 28
28 = 28

Problems - Use the sum and product of the roots to check

the previously solved equations:

6. 6n2 - 5n - 25 = 0 (See warm-up 1(c) in this section.)

Solution Set =  15 5
6 ,- 3 


7. x2 + 2x = 2 (See warm-up 1(a) in this section.)

Solution Set =  - 1 + 3 , - 1 - 3 

Worksheet
42 (7.5)

7.5 More Quadratic Equations and Applications

Summary 1:

169
 Key Factors to Consider when Solving Quadratic
Equations
1. The factoring method works only when the polynomial,
written in standard form is factorable.

2. Completing the square works for any quadratic equation. It

can often lead to cumbersome fractions and is usually used
only when the directions specifically request this method. It is
considered an important skill because it is used in other
situations in algebra.

3. The quadratic formula works for any quadratic equation. It

is used when it has been determined that the polynomial in the
standard form equation is not factorable or appears to be
difficult to factor.

Warm-up 1. Set up and write an algebraic equation, then

solve using any appropriate method:

a) Find two consecutive even whole numbers such that

the sum of their squares is 1252.

Let x = first of two consecutive even whole

numbers
_____ = second of two consecutive even
whole numbers

( )2 + ( )2 = 1252
x2 + _____ + 4x + _____ = 1252
_____ + 4x + 4 = 1252
2x2 + 4x - _____ = 0
2( ) = 0
x + 2x - 624
2
= 0

170
 x2 + 2x = 624
x + 2x + _____
2
= 624 + _____
(x + 1)2 = _____
x + 1=  625
x = -1 ± 25

x = _____ or x = _____
x + 2 = _____

The two consecutive even whole numbers are

_____ and _____.
Worksheet 42 (7.5)

b) The length of a rectangular plot of ground is three

more than twice its width. It is surrounded by a
sidewalk of uniform width of 3 meters. Find the
dimensions of the plot of ground if the area including
the sidewalk is 819 square meters.

Let x = width of rectangular plot of ground

_______ = length of rectangular plot of ground
_______ = width of rectangle including sidewalk
_______ = length of rectangle including sidewalk

Note: Drawing a figure is helpful in this word problem.

( )( ) = 819
2
2 x +( )+ ( ) = 819
2
2 x + 21x - 765 =0

-b  2
b - 4ac
x=
2a
2
-( ) ( ) - 4( )( )
x=
2( )
- 21 
x=
4
- 21  81
x=
4
102 60
x= - or x=
4 4
x = _____ ; 2x + 3 = _____
The dimensions are ________ by
________.

171
 Worksheet
42 (7.5)

Problems - Set up and write an algebraic equation, then

solve:

n(n - 3)
1. The formula D = yields the number of diagonals, D, in a
2
polygon of n sides. Find the number of sides of a polygon that
has 35 diagonals.

2. At a point 8 yards from the base of a tower, the distance to the

top of the tower
is 2 yards more than the height of the tower. Find the height
of the tower.

172
Worksheet 43 (7.6)

7.6 Quadratic Inequalities

Summary 1:

173
 Quadratic inequalities in one variable are expressed in
one of the 1.
following
ax2 + bx +forms:
c>0
2. ax + bx + c  0
2

3. ax2 + bx + c < 0
4. ax2 + bx + c  0

A critical number in a quadratic inequality is a number that

makes the given polynomial equal to zero. It is used to help
determine those values that make the inequality true.

Finding the critical numbers on a number line for a

quadratic inequality:

1. Set ax2 + bx + c = 0 and solve for x by factoring.

2. The critical numbers are located on a number line to
prepare for graphing.

Finding the solution of a quadratic inequality using a

number line analysis:

1. Express the inequality in standard form.

2. Determine the critical numbers.
3. Organize a chart to determine appropriate intervals
found by locating critical numbers on a number line.
4. Choose one test number from within each interval
and see how it affects the sign of each factor. Use
multiplication sign rules to determine whether or
not the standard form inequality tests true.
Note: A positive product is always > 0.
A negative product is always < 0.
5. Shade intervals that test true.
6. Use ( or ) for those critical numbers that are
excluded from the solution: ax2 + bx + c > 0 or
ax2 + bx + c < 0.
Use [ or ] for those critical numbers that are
included in the
solution: ax2 + bx + c  0 or ax2 + bx + c  0.
7. Use set builder notation and/or interval notation to
express the solution.

Worksheet
43 (7.6)

Warm-up 1. Solve:

a) x2 - x - 12 > 0

174
 (x - 4)(x + 3) > 0

Determine critical numbers:

(x - 4)(x + 3) = 0
x = ______ or x = ______

Organize a chart for number line analysis:

(x - 4)(x + 3)=0 (x - 4)(x + 3)=0

| |
-4 | 0 | 5 test values
| |
<--------------(-3)--------------(4)---------------> number line
(x - 4) is (-) | (x - 4) is (-) | (x - 4) is (+)
(x + 3) is (-) | (x + 3) is (+) | (x + 3) is (+)
| | sign of product
Their product | Their product | Their product
is positive. is negative. is positive.
( > 0) ( < 0) ( > 0)

Graph results on a number line:

x2 - x - 12 > 0
(x - 4)(x + 3) > 0

<-------------------------------->
-3 4

Set builder notation:_______________ Interval

notation:__________

b) y2 - 6y + 5  0
(y - 5)(y - 1)  0

Determine critical numbers:

(y - 5)(y - 1) = 0
y = ______ or y = ______

Worksheet 43 (7.6)

Organize a chart for number line analysis:

(y - 5)(y - 1)=0 (y - 5)(y - 1)=0

175
 | |
0 | 2 | 6 test values
| |
<---------------(1)--------------(5)---------------> number line
(y - 5) is (-) | (y - 5) is (-) | (y - 5) is (+)
(y - 1) is (-) | (y - 1) is (+) | (y - 1) is (+)
| | sign of product
Their product | Their product | Their product
is positive. is negative. is positive.
( > 0) ( < 0) ( > 0)

Graph results on a number line:

y2 - 6y + 5  0
(y - 5)(y - 1)  0

<-------------------------------->
1 5

Set builder notation:_______________ Interval

notation:__________

Problems - Solve:

1. x2 + x - 12  0 2. y2 + 6y + 5 < 0

Worksheet
43 (7.6)
Summary 2:

176
 Rational 1. inequalities
x+a
x+b
>0 that
2. xxare
+ a indicated quotients in one
+b
0
variable can be solved using a number line analysis when
3. x+a
<
expressed in one of the
x + b 0 4. x+a
x + b  0
following forms:
The inequalities in one of the above forms have critical
numbers which are determined in each of the following ways:

1. Critical numbers determined by setting the numerator

equal to zero. These are numbers that make the
quotient = 0.

2. Critical numbers determined by setting the denominator

equal to zero. These are numbers that make the
quotient undefined.

Finding the solution of a rational inequality using a

number line analysis:

1. Express the inequality in one of the above forms.

Note: Use LCD to add or subtract rational expressions
as one indicated quotient.
2. Determine the critical numbers.
3. Organize a chart to determine appropriate intervals found
by locating the critical numbers on a number line
graph.
4. Choose a test number in each interval and see how it
affects the sign of the factor in the numerator and
the sign of the factor in the denominator. Use
division sign rules to determine whether or not the
indicated quotient in one of the above forms tests true.
Note: A positive quotient is always > 0.
A negative quotient is always < 0.
5. Shade intervals that test true.
6. Use ( or ) for those critical numbers that are excluded
from the solution: xx ++ ba > 0 , xx ++ ba < 0 ,and critical
numbers that make the quotient undefined.
Use [ or ] for those critical numbers that are included in
the solution:
x+a
x+b
 0 or xx ++ ab  0
7. Use set builder notation and/or interval notation to
express the solution when directed to do so.

177
Worksheet 43 (7.6)

Warm-up 2. Solve:

x-1
a) <0
x+5

Determine critical numbers

x-1=0 x+5=0
x = ______ x = ______

Organize a chart for number line analysis

x -1
x+5
undefined =0
| |
-6 | 0 | 2 test values
| |
<--------------(-5)--------------(1)---------------> number line
(x - 1) is (-) | (x - 1) is (-) | (x - 1) is (+)
(x + 5) is (-) | (x + 5) is (+) | (x + 5) is (+)
| | sign of quotient
The quotient | The quotient | The quotient
is positive. is negative. is positive.
( > 0) ( < 0) ( > 0)

Graph results on a number line

x-1
<0
x+5

<-------------------------------->
-5 1

Set builder notation:_____________ Interval notation:_________

2x + 10
b) 1
x+4
2x + 10
-1
x+4

Worksheet
43 (7.6)

178
 2x + 10 ( )
- 0
x+4 ( )
2x + 10 - ( )-( )
0
x+4
( )
0
x+4

Determine critical numbers

x+6=0 x+4=0
x = ______ x = ______

Organize a chart for number line analysis

x+6
x+4
undefined =0
| |
-7 | -5 | 0 test values
| |
<--------------(-6)-------------(-4)---------------> number line
(x + 6) is (-) | (x + 6) is (+) | (x + 6) is (+)
(x + 4) is (-) | (x + 4) is (-) | (x + 4) is (+)
| | sign of quotient
The quotient | The quotient | The quotient
is positive. is negative. is positive.
( > 0) ( < 0) ( > 0)

Graph results on a number line

2x + 10
1
x+4
x+6
0
x+4

<-------------------------------->
-6 -4

Set builder notation:_____________ Interval notation:_________

Worksheet 43 (7.6)

Problems - Solve:

x+3
3. 0
x-2

179
 x -1
4. + 1< 0
x-2

180