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Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

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Page 1: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing
Page 2: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Five-Minute Check

Then/Now

New Vocabulary

Key Concept: Increasing, Decreasing, and Constant Functions

Example 1: Analyze Increasing and Decreasing Behavior

Key Concept: Relative and Absolute Extrema

Example 2: Estimate and Identify Extrema of a Function

Example 3: Real-World Example: Use a Graphing Calculator to Approximate Extrema

Example 4: Use Extrema for Optimization

Key Concept: Average Rate of Change

Example 5: Find Average Rates of Change

Example 6: Real-World Example: Find Average Speed

Page 3: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Determine whether the function y = x 2 + x – 5 is

continuous at x = 7.

A. yes

B. no

Page 4: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

A. yes

B. no

Determine whether the function is continuous at x = 4.

Page 5: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

A. yes

B. no

Determine whether the function is continuous at x = 2.

Page 6: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Describe the end behavior off (x) = –6x 4 + 3x 3 – 17x

2 – 5x + 12.

A.

B.

C.

D.

Page 7: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Determine between which consecutive integers the real zeros of f (x) = x

3 + x 2 – 2x + 5 are located

on the interval [–4, 4].

A. [–2, –1]

B. [–3, –2]

C. [0, 1]

D. [–4, –3]

Page 8: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

You found function values. (Lesson 1-1)

• Determine intervals on which functions are increasing, constant, or decreasing, and determine maxima and minima of functions.

• Determine the average rate of change of a function.

Page 9: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

• increasing

• decreasing

• constant

• maximum

• minimum

• extrema

• average rate of change

• secant line

Page 11: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Analyze Increasing and Decreasing Behavior

A. Use the graph of the function f (x) = x 2 – 4 to

estimate intervals to the nearest 0.5 unit on which the function is increasing, decreasing, or constant. Support the answer numerically.

Page 12: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Analyze Increasing and Decreasing Behavior

Analyze Graphically

From the graph, we can estimate that f is decreasing on and increasing on .

Support Numerically

Create a table using x-values in each interval.

The table shows that as x increases from negative values to 0, f (x) decreases; as x increases from 0 to positive values, f (x) increases. This supports the conjecture.

Page 13: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Analyze Increasing and Decreasing Behavior

Answer: f (x) is decreasing on and increasing on .

Page 14: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Analyze Increasing and Decreasing Behavior

B. Use the graph of the function f (x) = –x 3 + x to

estimate intervals to the nearest 0.5 unit on which the function is increasing, decreasing, or constant. Support the answer numerically.

Page 15: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Analyze Increasing and Decreasing Behavior

Support Numerically

Create a table using x-values in each interval.

Analyze Graphically

From the graph, we can estimate that f is decreasing on

, increasing on , and decreasing on

.

Page 16: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Analyze Increasing and Decreasing Behavior

Page 17: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Analyze Increasing and Decreasing Behavior

The table shows that as x increases to , f (x)

decreases; as x increases from , f (x) increases;

as x increases from , f (x) decreases. This supports

the conjecture.

Answer: f (x) is decreasing on and

and increasing on

Page 18: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Use the graph of the function f (x) = 2x 2 + 3x – 1 to

estimate intervals to the nearest 0.5 unit on which the function is increasing, decreasing, or constant. Support the answer numerically.

A. f (x) is increasing on (–∞, –1) and (–1, ∞).

B. f (x) is increasing on (–∞, –1) and decreasing on (–1, ∞).

C. f (x) is decreasing on (–∞, –1) and increasing on (–1, ∞).

D. f (x) is decreasing on (–∞, –1) and decreasing on (–1, ∞).

Page 20: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Estimate and Identify Extrema of a Function

Estimate and classify the extrema for the graph of f (x). Support the answers numerically.

Page 21: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Estimate and Identify Extrema of a Function

Analyze Graphically

It appears that f (x) has a relative minimum at

x = –1 and a relative maximum at x = 2. It also appears

that so we conjecture

that this function has no absolute extrema.

Page 22: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Estimate and Identify Extrema of a Function

Because f (–1.5) > f (–1) and f (–0.5) > f (–1), there is a relative minimum in the interval (–1.5, –0.5) near –1. The approximate value of this relative maximum is f (–1) or –7.0.

Support Numerically

Choose x-values in half unit intervals on either side of the estimated x-value for each extremum, as well as one very large and one very small value for x.

Page 23: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Estimate and Identify Extrema of a Function

f (100) < f (2) and f (–100) > f (–1), which supports our conjecture that f has no absolute extrema.

Likewise, because f (1.5) < f (2) and f (2.5) < f (2), there is a relative maximum in the interval (1.5, 2.5) near 2. The approximate value of this relative minimum is f (2) or 14.

Answer: To the nearest 0.5 unit, there is a relative minimum at x = –1 and a relative maximum at x = 2. There are no absolute extrema.

Page 24: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Estimate and classify the extrema for the graph of f (x). Support the answers numerically.

A. There is a relative minimum of 2 at x = –1 and a relative maximum of 1 at x = 0. There are no absolute extrema.

B. There is a relative maximum of 2 at x = –1 and a relative minimum of 1 at x = 0. There are no absolute extrema.

C. There is a relative maximum of 2 at x = –1 and no relative minimum. There are no absolute extrema.

D. There is no relative maximum and there is a relative minimum of 1 at x = 0. There are no absolute extrema.

Page 25: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Use a Graphing Calculator to Approximate Extrema

GRAPHING CALCULATOR Approximate to the nearest hundredth the relative or absolute extrema of f (x) = x

4 – 5x 2 – 2x + 4. State the x-value(s)

where they occur.

f (x) = x 4 – 5x

2 – 2x + 4

Graph the function and adjust the window as needed so that all of the graph’s behavior is visible.

Page 26: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Use a Graphing Calculator to Approximate Extrema

From the graph of f, it appears that the function has one relative minimum in the interval (–2, –1), one relative minimum in the interval (1, 2), and one relative maximum in the interval (–1, 0) of the domain. The end behavior of the graph suggests that this function has no absolute extrema.

Page 27: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Use a Graphing Calculator to Approximate Extrema

Using the minimum and maximum selection from the CALC menu of your graphing calculator, you can estimate that f(x) has a relative minimum of 0.80 at x = –1.47, a relative minimum of –5.51 at x = 1.67, and a relative maximum of 4.20 at x = –0.20.

Page 28: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Use a Graphing Calculator to Approximate Extrema

Answer: relative minima: (–1.47, 0.80); relative maximum: (–0.20, 4.20);absolute minima: (1.67, –5.51)

Page 29: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

GRAPHING CALCULATOR Approximate to the nearest hundredth the relative or absolute extrema of f (x) = x

3 + 2x 2 – x – 1. State the x-value(s) where they

occur.

A. relative minimum: (0.22 –1.11);relative maximum: (–1.55, 1.63)

B. relative minimum: (–1.55, 1.63); relative maximum: (0.22, –1.11)

C. relative minimum: (0.22, –1.11);relative maximum: none

D. relative minimum: (0.22, 0); relative minimum: (–0.55,0)relative maximum: (–1.55, 1.63)

Page 30: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Use Extrema for Optimization

FUEL ECONOMY Advertisements for a new car claim that a tank of gas will take a driver and three passengers about 360 miles. After researching on the Internet, you find the function for miles per tank of gas for the car is f (x) = 0.025x

2 + 3.5x + 240, where x is the speed in miles per hour . What speed optimizes the distance the car can travel on a tank of gas? How far will the car travel at that optimum speed?

Page 31: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Use Extrema for Optimization

We want to maximize the distance a car can travel on a tank of gas. Graph the function f (x) = 0.025x

2 + 3.5x + 240 using a graphing calculator. Then use the maximum selection from the CALC menu to approximate the x-value that will produce the greatest value for f (x).

Page 32: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Answer: There is a maximum of about 70 miles per hour. The car will travel 362.5 miles when traveling at the optimum speed.

Use Extrema for Optimization

The graph has a maximum of 362.5 for x ≈ 7.0. So the speed that optimizes the distance the car can travel on a tank of gas is 70 miles per hour. The distance the car travels at that speed is 362.5 miles.

Page 33: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

VOLUME A square with side length x is cut from each corner of a rectangle with dimensions 8 inches by 12 inches, then folded to form an open box, as shown in the diagram. Determine the length and width of the box that will allow the maximum volume.A. 6.43 in. by 10.43 in.

B. 4.86 in. by 8.86 in.

C. 3 in. by 7 in.

D. 1.57 in. by 67.6 in.

Page 35: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Find Average Rates of Change

A. Find the average rate of change of f (x) = –2x

2 + 4x + 6 on the interval [–3, –1].

Use the Slope Formula to find the average rate of change of f on the interval [–3, –1].

Substitute –3 for x1 and –1 for x2.

Evaluate f(–1) and f(–3).

Page 36: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Find Average Rates of Change

Simplify.

Answer: 12

The average rate of change on the interval [–3, –1] is 12. The graph of the secant line supports this conclusion.

Page 37: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Find Average Rates of Change

B. Find the average rate of change of f (x) = –2x

2 + 4x + 6 on the interval [2, 5].

Use the Slope Formula to find the average rate of change of f on the interval [2, 5].

Substitute 2 for x1 and 5 for x2.

Evaluate f(5) and f(2).

Page 38: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Find Average Rates of Change

Simplify.

Answer: –10

The average rate of change on the interval [2, 5] is –10. The graph of the secant line supports this conclusion.

Page 39: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Find the average rate of change of f (x) = –3x

3+ 2x + 3 on the interval [–2, –1].

A. 27

B. 11

C.

D. –19

Page 40: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

A. GRAVITY The formula for the distance traveled by falling objects on the Moon is d (t) = 2.7t

2, where d (t) is the distance in feet and t is the time in seconds. Find and interpret the average speed of the object for the time interval of 1 to 2 seconds.

Find Average Speed

Substitute 1 for t1 and 2 for t2.

Evaluate d(2) and d(1).

Simplify.

Page 41: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

The average rate of change on the interval is 8.1 feet per second. Therefore, the average speed of the object in this interval is 8.1 feet per second.

Find Average Speed

Answer: 8.1 feet per second

Page 42: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

B. GRAVITY The formula for the distance traveled by falling objects on the Moon is d (t) = 2.7t

2, where d (t) is the distance in feet and t is the time in seconds. Find and interpret the average speed of the object for the time interval of 2 to 3 seconds.

Find Average Speed

Substitute 2 for t1 and 3 for t2.

Evaluate d(3) and d(2).

Simplify.

Page 43: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

Find Average Speed

The average rate of change on the interval is 13.5 feet per second. Therefore, the average speed of the object in this interval is 13.5 feet per second.

Answer: 13.5 feet per second

Page 44: Splash Screen. Lesson Menu Five-Minute Check Then/Now New Vocabulary Key Concept:Increasing, Decreasing, and Constant Functions Example 1:Analyze Increasing

PHYSICS Suppose the height of an object thrown upward from the roof of a 50 foot building is given by h (t) = –16t

2 + 50, where t is the time in seconds after the object is thrown. Find and interpret the average speed of the object for the time interval 0.5 to 1 second.

A. 8 feet per second

B. 12 feet per second

C. 24 feet per second

D. 132 feet per second