Grade 11 General Math PDF

A Story of Functions®
™
Eureka Math
Algebra II,
II, Module 1
Student File _B
Contains Exit Ticket,
and Assessment Materials
Published by the non-proﬁt Great Minds.

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10 9 8 7 6 5 4 3 2 1
Exit Ticket
Ticket Packet
Exit Ticket
Ticket Packet
A STORY OF FUNCTIONS Lesson 1 M1
ALGEBRA II
Name Date
Lesson 1: Successive Differences in Polynomials

Polynomials
Exit Ticket
1. What type
type of relatio
relationship
nship is indicat
indicated
ed by the follow
following
ing set of order
ordered
ed pairs?
pairs? Expla
Explain
in how you know.
know.
 
0 0
1 2
2 10
3 24
4 44
2. Find an equati
equation
on that
that all
all ordere
ordered
d pairs
pairs above
above satis
satisfy.
fy.
Lesson 1: Successive Differences in Polynomials 1
This work
work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
ALG II-M1-ETP-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 2: The Multiplication

Multiplication of Polynomials
Polynomials
Exit Ticket
Multiply ( − 1)( 3 + 4  2 + 4  − 1) and combine like terms. Explain how you reached your answer.
answer.
Lesson 2: The Multiplication of Polynomials 2
This work
ALG II-M1-ETP-1.3.0-05.2015
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Lesson 3: The Division

Division of
of Polynomials
Polynomials
Exit Ticket
Find the quotient.

quotient. Justify your
your answer.
5 4 2
 + 2 − 7 − 19 + 15
 2 + 2 + 5
Lesson 3: The Division of Polynomials 3
This work
ALG II-M1-ETP-1.3.0-05.2015
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Lesson 4: Comparing Methods—Long Division, Again?
Exit Ticket
Write a note to a friend explaining how to use long division to find the quotient.
2
2 − 3 − 5
 + 1
Lesson 4: Comparing Methods—Long Division, Again? 4
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
ALG II-M1-ETP-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 5: Putting It All Together
Exit Ticket
Jenny thinks that the expression below is equal to  2 − 4. If you agree, show that she is correct. If you disagree, show
that she is wrong by rewriting this expression as a polynomial in standard form.
( − 2)3
− 2
Lesson 5: Putting It All Together 5
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Lesson 6: Dividing by    and by  + 
Exit Ticket
Compute each quotient using the identities you discovered in this lesson.
4
 −16
1.
−2
3
 +1000
2.
+10
5
 −1
3.
−1
Lesson 6: Dividing by  and by  +  6
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Lesson 7: Mental Math
Exit Ticket
1. Explain how you could use the patterns in this lesson to quickly compute (57)(43).
2. Jessica believes that 103 − 1 is divisible by 9. Support or refute her claim using your work in this lesson.
Lesson 7: Mental Math 7
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Lesson 8: The Power of Algebra—Finding Primes
Exit Ticket
Express the prime number 31 in the form 2 − 1 where  is a prime number and as a difference of two perfect squares
using the identity ( + )( − ) =  2 −  2 .
Lesson 8: The Power of Algebra—Finding Primes 8
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Lesson 9: Radicals and Conjugates
Exit Ticket
1. Rewrite each of the following radicals as a rational number or in simplest radical form.
a. √ 49
3
b. √ 40
c. √ 242
2. Find the conjugate of each of the following radical expressions.

a. √ 5 + √ 11
b. 9 − √ 11
3
c. √ 3 + 1.5
3. Rewrite each of the following expressions as a rational number or in simplest radical form.
a. √ 3�√ 3 − 1
2
b. �5 + √ 3
c. (10 + √ 11)(10 − √ 11)
Lesson 9: Radicals and Conjugates 9
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Lesson 10: The Power of Algebra—Finding Pythagorean Triples
Exit Ticket
Generate six Pythagorean triples using any method discussed during class. Explain each method you use.
Lesson 10: The Power of Algebra—Finding Pythagorean Triples 10
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Lesson 11: The Special Role of Zero in Factoring
Exit Ticket
Suppose that a polynomial function  can be factored into seven factors: ( − 3), ( + 1), and 5 factors of ( − 2).
What are its zeros with multiplicity, and what is the degree of the polynomial? Explain how you know.
Lesson 11: The Special Role of Zero in Factoring 11
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Lesson 12: Overcoming Obstacles in Factoring
Exit Ticket
Solve the following equation, and explain your solution method.
3 2
 + 7 −−7 = 0
Lesson 12: Overcoming Obstacles in Factoring 12
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Lesson 13: Mastering Factoring
Exit Ticket
2 6
1. Factor the following expression, and verify that the factored expression is equivalent to the original: 4 − 9
2
2. Factor the following expression, and verify that the factored expression is equivalent to the original: 16 − 8 − 3
Lesson 13: Mastering Factoring 13
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Lesson 14: Graphing Factored Polynomials
Exit Ticket
Sketch a graph of the function () =  3 +  2 − 4 − 4 by finding the zeros and determining the sign of the function
between zeros. Explain how the structure of the equation helps guide your sketch.
Lesson 14: Graphing Factored Polynomials 14
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Lesson 15: Structure in Graphs of Polynomial Functions
Exit Ticket
Without using a graphing utility, match each graph below in column 1 with the function in column 2 that it represents.
a.
1.  = 3 3
b.
1
2. = 2
2
c.
3.  =  3 − 8
d.
4.  =  4 −  3 + 4 + 2
e.
5.  = 3 5 −  3 + 4 + 2
Lesson 15: Structure in Graphs of Polynomial Functions 15
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Lesson 16: Modeling with Polynomials—An Introduction
Exit Ticket
Jeannie wishes to construct a cylinder closed at both ends. The figure below shows the graph of a cubic polynomial
function used to model the volume of the cylinder as a function of the radius if the cylinder is constructed using
150 cm2 of material. Use the graph to answer the questions below. Estimate values to the nearest half unit on the
horizontal axis and to the nearest 50 units on the vertical axis.
1. What is the domain of the volume function? Explain.
2. What is the most volume that Jeannie’s cylinder can enclose?
3. What radius yields the maximum volume?
4. The volume of a cylinder is given by the formula  =  2 ℎ . Calculate the height of the cylinder that maximizes the
volume.
Lesson 16: Modeling with Polynomials—An Introduction 16
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Lesson 17: Modeling with Polynomials—An Introduction
Exit Ticket
Jeannie wishes to construct a cylinder closed at both ends.

The figure at right shows the graph of a cubic polynomial
function,  , used to model the volume of the cylinder as a
function of the radius if the cylinder is constructed using
150 cm3 of material. Use the graph to answer the questions
below. Estimate values to the nearest half unit on the horizontal
axis and to the nearest 50 units on the vertical axis.
1. What are the zeros of the function ?
2. What is the relative maximum value of  , and where does it occur?
3. The equation of this function is  () =  ( 3 − 72.25) for some real number  . Find the value of  so that this
formula fits the graph.
4. Use the graph to estimate the volume of the cylinder with  = 2 cm.
5. Use your formula for  to find the volume of the cylinder when  = 2 cm. How close is the value from the formula
to the value on the graph?
Lesson 17: Modeling with Polynomials—An Introduction 17
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Lesson 18: Overcoming a Second Obstacle in Factoring—What If
There Is a Remainder?
Exit Ticket
−6
1. Find the quotient of by inspection.
−8
3 
9 −12 +4
2. Find the quotient of by using either long division or the reverse tabular method.
−2
Lesson 18: Overcoming a Second Obstacle in Factoring—What If There Is a 18

Remainder?
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Lesson 19: The Remainder Theorem
Exit Ticket
Consider the polynomial  () =  3 +  2 − 10 − 10.
1. Is  + 1 one of the factors of  ? Explain.
2. The graph shown has -intercepts at √ 10, −1, and −√ 10. Could this be the graph of  ( ) =  3 +  2 − 10 − 10?
Explain how you know.
Lesson 19: The Remainder Theorem 19
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Lesson 20: Modeling Riverbeds with Polynomials
Exit Ticket
Use the remainder theorem to find a quadratic polynomial  so that  (1) = 5, (2) = 12, and (3) = 25. Give your
answer in standard form.
Lesson 20: Modeling Riverbeds with Polynomials 20
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Lesson 21: Modeling Riverbeds with Polynomials
Exit Ticket
Explain the process you used to estimate the volumetric flow of the river, from accumulating the data to calculating the
flow of water.
Lesson 21: Modeling Riverbeds with Polynomials 21
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Lesson 22: Equivalent Rational Expressions
Exit Ticket
1. Find an equivalent rational expression in lowest terms, and identify the value(s) of the variables that must be
excluded to prevent division by zero.
2
  7 + 12
6  5 +  2

+4  +5+4
2. Determine whether or not the rational expressions and are equivalent for  ≠ 1,
(+2)(−3) (+1)(+2)(−3)
 ≠ 2, and  ≠ 3 . Explain how you know.
Lesson 22: Equivalent Rational Expressions 22
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Lesson 23: Comparing Rational Expressions
Exit Ticket
+1 1
Use the specified methods to compare the following rational expressions: and .
2 
1. Fill out the table of values.
+ 
 
 
1
10
25
50
100
500
 +1 1
2. Graph  = and  = for positive values of .
2 
3. Find the common denominator, and compare numerators for positive values of  .
Lesson 23: Comparing Rational Expressions 23
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Lesson 24: Multiplying and Dividing Rational Expressions
Exit Ticket
Perform the indicated operations, and reduce to lowest terms.
1.
 − 2 ∙  − 3 + 2
 +  − 2  + 2
 
�   
2.
Lesson 24: Multiplying and Dividing Rational Expressions 24
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Lesson 25: Adding and Subtracting Rational Expressions
Exit Ticket
Perform the indicated operation.

3 4
1. +
+2 −5
4 5
2. 
+3 
Lesson 25: Adding and Subtracting Rational Expressions 25
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Lesson 26: Solving Rational Equations
Exit Ticket
Find all solutions to the following equation. If there are any extraneous solutions, identify them and explain why they
are extraneous.
7 5 10
+ =
 + 3 −3 2 − 9
Lesson 26: Solving Rational Equations 26
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Lesson 27: Word Problems Leading to Rational Equations
Exit Ticket
Bob can paint a fence in 5 hours, and working with Jen, the two of them painted a fence in 2 hours. How long would it
have taken Jen to paint the fence alone?
Lesson 27: Word Problems Leading to Rational Equations 27
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Lesson 28: A Focus on Square Roots
Exit Ticket
Consider the radical equation 3√ 6 −  + 4 = − 8.
1. Solve the equation. Next to each step, write a description of what is being done.
2. Check the solution.
3. Explain why the calculation in Problem 1 does not produce a solution to the equation.
Lesson 28: A Focus on Square Roots 28
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Lesson 29: Solving Radical Equations
Exit Ticket
1. Solve √ 2 + 15 =  + 6. Verify the solution(s).
2. Explain why it is necessary to check the solutions to a radical equation.
Lesson 29: Solving Radical Equations 29
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Lesson 30: Linear Systems in Three Variables
Exit Ticket
For the following system, determine the values of , , and  that satisfy all three equations:
2 +  −  = 8
 +  = 4
 −  = 2.
Lesson 30: Linear Systems in Three Variables 30
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Lesson 31: Systems of Equations
Exit Ticket
Make and explain a prediction about the nature of the solution to the following system of equations, and then solve the
system.
 2 +  2 = 25
4 + 3 = 0
Illustrate with a graph. Verify your solution, and compare it with your initial prediction.
Lesson 31: Systems of Equations 31
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Lesson 32: Graphing Systems of Equations
Exit Ticket
1. Find the intersection of the two circles
 2 +  2 − 2 + 4  − 11 = 0
and
 2 +  2 + 4  + 2  − 9 = 0.
2. The equations of the two circles in Question 1 can also be written as follows:
( − 1)2 + ( + 2)2 = 16
and
( + 2)2 + (  + 1)2 = 14.
Graph the circles and the line joining their points of intersection.
3. Find the distance between the centers of the circles in Questions 1 and 2.
Lesson 32: Graphing Systems of Equations 32
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Lesson 33: The Definition of a Parabola
Exit Ticket
1. Derive an analytic equation for a parabola whose focus is (0,4) and directrix is the -axis. Explain how you got your
answer.
2. Sketch the parabola from Question 1. Label the focus and directrix.
-4 -2 2 4 x
-2
-4
Lesson 33: The Definition of a Parabola 33
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Lesson 34: Are All Parabolas Congruent?
Exit Ticket
1
Which parabolas shown below are congruent to the parabola that is the graph of the equation  =  2 ? Explain how
12
you know.
y y
y
a. b. c.
10 5
10
5
5
5 x
-5
0 5 x 0 5 x
Lesson 34: Are All Parabolas Congruent? 34
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Lesson 35: Are All Parabolas Similar?
Exit Ticket
1. Describe the sequence of transformations that transform the parabola  into the similar parabola  .
Graph of  Graph of 
y y
4
3
2
2
1
-2 2 4 6 8 x
-3 -2 -1 1 2 3 x -2
-1
-4
-2
2. Are the two parabolas defined below similar or congruent or both? Justify your reasoning.
Parabola 1: The parabola with a focus of (0,2) and a directrix line of  = − 4

1 2
Parabola 2: The parabola that is the graph of the equation  = 
6
Lesson 35: Are All Parabolas Similar? 35
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Lesson 36: Overcoming a Third Obstacle—What If There Are No
Real Number Solutions?
Exit Ticket
Solve the following system of equations or show that it does not have a real solution. Support your answer analytically
and graphically.
 =  2 − 4
 = − ( + 5)
Lesson 36: Overcoming a Third Obstacle to Factoring—What If There are No Real 36

Number Solutions?
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Lesson 37: A Surprising Boost from Geometry
Exit Ticket
Express the quantities below in  +  form, and graph the corresponding points on the complex plane. If you use one
set of axes, be sure to label each point appropriately.
(1 +  ) − (1 − )
(1 +  )(1 − )
 (2 −  )(1 + 2  )
Lesson 37: A Surprising Boost from Geometry 37
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Lesson 38: Complex Numbers as Solutions to Equations
Exit Ticket
2
Use the discriminant to predict the nature of the solutions to the equation 4 − 3 = 10. Then, solve the equation.
Lesson 38: Complex Numbers as Solutions to Equations 38
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Lesson 39: Factoring Extended to the Complex Realm
Exit Ticket
1. Solve the quadratic equation  2 + 9 = 0. What are the -intercepts of the graph of the function () =  2 + 9 ?
2. Find the solutions to 2 5 − 5 3 − 3 = 0. What are the -intercepts of the graph of the function
() = 2 5 − 5 3 − 3?
Lesson 39: Factoring Extended to the Complex Realm 39
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Lesson 40: Obstacles Resolved—A Surprising Result
Exit Ticket
Consider the degree 5 polynomial function () =  5 − 4 3 + 2 2 +

3 − 5, whose graph is shown below. You do not need to factor this
polynomial to answer the questions below.
1. How many linear factors is  guaranteed to have? Explain.
2. How many zeros does  have? Explain.
3. How many real zeros does  have? Explain.
4. How many complex zeros does  have? Explain.
Lesson 40: Obstacles Resolved—A Surprising Result 40
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Assessment Packet
A STORY OF FUNCTIONS Mid-Module Assessment Task M1
ALGEBRA II
Name Date
1. Geographers sit at a café discussing their field work site, which is a hill and a neighboring riverbed. The
hill is approximately 1,050 feet high, 800 feet wide, with peak about 300 feet east of the western base of
the hill. The river is about 400 feet wide. They know the river is shallow, no more than about 20 feet
deep.
They make the following crude sketch o n a napkin, placing the profile of the hill and riverbed on a
coordinate system with the horizontal axis representing ground level.
The geographers do not have any computing tools with them at the café, so they decide to use pen and
paper to compute a cubic polynomial that approximates this profile of t he hill and riverbed.
a. Using only a pencil and paper, write a cubic polynomial function  that could represent the curve
shown (here,  represents the distance, in feet, along the horizontal axis from the western base of
the hill, and ( ) is the height, in feet, of the land at that distance from the western base). Be sure
that your formula satisfies (300) = 1050.
Module 1: Polynomial, Rational, and Radical Relationships 1
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b. For the sake of convenience, the geographers make the assumption that the deepest point of the
river is halfway across the river (recall that the river is no more than 20 feet deep). Under this
assumption, would a cubic polynomial provide a suitable model for this hill and riverbed? Explain.
2. Luke notices that by taking any three consecutive integers, multiplying them together, and adding the
middle number to the result, the answer always seems to be t he middle number cubed.
For example: 3 × 4 × 5 + 4 = 64 = 43
4 × 5 × 6 + 5 = 125 = 53
9 × 10 × 1 1 + 10 = 1000 = 103
a. To prove his observation, Luke writes ( + 1)( + 2)( + 3) + ( + 2). What answer is he hoping
to show this expression equals?
b. Lulu, upon hearing of Luke’s observation, writes her own version with  as the middle number.
What does her formula look like?
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c. Use Lulu’s expression to prove that adding the middle number to the product of any three
consecutive numbers is sure to equal that middle number cubed.
3. A cookie company packages its cookies in rectangular prism boxes designed with square bases that have
both a length and width of 4 inches less than the height of the box.
a. Write a polynomial that represents the volume of a box with height  inches.
b. Find the dimensions of the box if its volume is 128 cubic inches.
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c. After solving this problem, Juan was very clever and invented the following strange question:
A building, in the shape of a rectangular prism with a square base, has on its top a radio tower. The
building is 25 times as tall as the tower, and the side-length of the base of the building is 100 feet
less than the height of the building. If the building has a volume of 2 million cubic feet, how tall is the
tower?
Solve Juan’s problem.
ALG II-M1-AP-1.3.0-05.2015
A STORY OF FUNCTIONS End-of-Module Assessment Task M1
ALGEBRA II
Name Date
1. A parabola is defined as the set of points in the plane that are e quidistant from a fixed point (called the
focus of the parabola) and a fixed line (called the directrix of the parabola).
Consider the parabola with focus point (1, 1) and directrix the horizontal line =  −3.
a. What are the coordinates of the vertex of the parabola?
b. Plot the focus and draw the directrix on the graph below. Then draw a rough sketch of the parabola.
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c. Find the equation of the parabola with this focus and directrix.
d. 
What is the -intercept of this parabola?
e. Demonstrate that your answer from part (d) is correct by showing that the -intercept you identified 
is indeed equidistant from the focus and the directrix.
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f. Is the parabola in this question (with focus point (1, 1) and directrix =  −3) congruent to a
parabola with focus (2, 3) and directrix = 1? Explain.  −
g. Is the parabola in this question (with focus point (1, 1) and directrix =  −3) congruent to the
parabola with equation given by = 2? Explain.  
h. Are the two parabolas from part (g) similar? Why or why not?
ALG II-M1-AP-1.3.0-05.2015
ALGEBRA II
2. The graph of the polynomial function ( ) =   3 + 4 2 + 6 + 4 is shown below.
a. Based on the appearance of the graph, what does the real solution to the equation
3 + 4 2 + 6 + 4 = 0 appear to be? Jiju does not trust the accuracy of the graph. Prove to her
 
algebraically that your answer is in fact a zero of = ( ).   
b. 
Write as a product of a linear factor and a quadratic factor, each with real number coefficients.
ALG II-M1-AP-1.3.0-05.2015
ALGEBRA II
c. 
What is the value of (10)? Explain how knowing the linear factor of establishes that (10) is a  
multiple of 12.
d. Find the two complex number zeros of = ( ).   
e. 
Write as a product of three linear factors.
ALG II-M1-AP-1.3.0-05.2015
ALGEBRA II
−  
3. A line passes through the points ( 1, 0) and = (0, ) for some real number and intersects the circle 
2 + 2 = 1 at a point different from ( 1, 0).
  −
1
a. 
If =
2
so that the point  has coordinates �0, 12, find the coordinates of the point .
ALG II-M1-AP-1.3.0-05.2015
ALGEBRA II
A Pythagorean triple is a set of three positive integers , , and satisfying   2 + 2 = 2. For example,
  
setting = 3 , = 4 , and = 5 gives a Pythagorean triple.
b. Suppose that � ,  is a point with rational number coordinates lying on the circle  2 + 2 = 1.
Explain why then  ,  , and  form a Pythagorean triple.
c. Which Pythagorean triple is associated with the point =  �135 , 12

13
 on the circle?
d. If  = �135 , 12
13
, what is the value of  so that the point  has coordinates (0, )?
ALG II-M1-AP-1.3.0-05.2015
ALGEBRA II
e. Suppose we set =  1−2 and  = 2 for a real number . 

Show that ( , ) is then a point on the
1+2 1+2
circle  2 + 2 = 1.
 = 11+− and  = 1+2 . Which point on the circle  2 + 2 = 1 does this
3 2
f. 
Set =
4
in the formulas 2 2
give? What is the associated Pythagorean triple?
ALG II-M1-AP-1.3.0-05.2015
ALGEBRA II
g.    
Suppose is a value greater than 1, = (0, ), and is the point in the second quadrant (different
from ( 1, 0)) at which the line through ( 1, 0) and intersects the circle 2 + 2 = 1. Find the
− −   
coordinates of the point in terms of .  
ALG II-M1-AP-1.3.0-05.2015
ALGEBRA II
4.
a. Write a system of two equations in two variables where one equation is quadratic and the other is
linear such that the system has no solution. Explain, using graphs, algebra, and/or words, why the
system has no solution.
b.  √ −5 − 6 has no solution.

Prove that =
ALG II-M1-AP-1.3.0-05.2015

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A Story of Functions®

Published by the non-proﬁt Great Minds.

Lesson 1: Successive Differences in Polynomials

Lesson 1: Successive Differences in Polynomials 1

Lesson 2: The Multiplication

Lesson 2: The Multiplication of Polynomials 2

Lesson 3: The Division

Find the quotient.

Lesson 3: The Division of Polynomials 3

Lesson 4: Comparing Methods—Long Division, Again?

Lesson 4: Comparing Methods—Long Division, Again? 4

Lesson 5: Putting It All Together

Lesson 5: Putting It All Together 5

Lesson 6: Dividing by    and by  + 

Lesson 6: Dividing by  and by  +  6

Lesson 7: Mental Math

Lesson 7: Mental Math 7

Lesson 8: The Power of Algebra—Finding Primes

Lesson 8: The Power of Algebra—Finding Primes 8

Lesson 9: Radicals and Conjugates

2. Find the conjugate of each of the following radical expressions.

c. (10 + √ 11)(10 − √ 11)

Lesson 9: Radicals and Conjugates 9

Lesson 10: The Power of Algebra—Finding Pythagorean Triples

Lesson 10: The Power of Algebra—Finding Pythagorean Triples 10

Lesson 11: The Special Role of Zero in Factoring

Lesson 11: The Special Role of Zero in Factoring 11

Lesson 12: Overcoming Obstacles in Factoring

Solve the following equation, and explain your solution method.

Lesson 12: Overcoming Obstacles in Factoring 12

Lesson 13: Mastering Factoring

Lesson 13: Mastering Factoring 13

Lesson 14: Graphing Factored Polynomials

Lesson 14: Graphing Factored Polynomials 14

Lesson 15: Structure in Graphs of Polynomial Functions

Lesson 15: Structure in Graphs of Polynomial Functions 15

Lesson 16: Modeling with Polynomials—An Introduction

1. What is the domain of the volume function? Explain.

2. What is the most volume that Jeannie’s cylinder can enclose?

3. What radius yields the maximum volume?

Lesson 16: Modeling with Polynomials—An Introduction 16

Lesson 17: Modeling with Polynomials—An Introduction

Jeannie wishes to construct a cylinder closed at both ends.

1. What are the zeros of the function ?

2. What is the relative maximum value of  , and where does it occur?

Lesson 17: Modeling with Polynomials—An Introduction 17

Lesson 18: Overcoming a Second Obstacle in Factoring—What If

Lesson 18: Overcoming a Second Obstacle in Factoring—What If There Is a 18

Lesson 19: The Remainder Theorem

Consider the polynomial  () =  3 +  2 − 10 − 10.

1. Is  + 1 one of the factors of  ? Explain.

Lesson 19: The Remainder Theorem 19

Lesson 20: Modeling Riverbeds with Polynomials

Lesson 20: Modeling Riverbeds with Polynomials 20

Lesson 21: Modeling Riverbeds with Polynomials

Lesson 21: Modeling Riverbeds with Polynomials 21

Lesson 22: Equivalent Rational Expressions

Lesson 22: Equivalent Rational Expressions 22

Lesson 23: Comparing Rational Expressions