Algebra 3

Chapter 1 Polynomials

Section 1 Monomials
(A1) 1. Give the numerical coefficient of each monomial.
5w3 z
a) 64 b) −6d c) −v 2u 3 d) −
13

(A2) 2. Determine the degree of each monomial.

a) 4t8 b) 2.4u4vw3 c) −2.2 d) −2.2xy2
(A3) 3. In each case, state whether the monomials in each pair are similar. If not, give at
least one reason why.
a) −5x3y and 10yx3 b) 3uv2 and 3v2u
1 x 3 3
c) xy and y d) − x 2 y and − y 2 x
2 4 2 2

Section 2 Multiplying Monomials

(A4) 4. What number replaces the empty box?
7
 4  4   4 
a) s  s = s , (s  0)
4 9
b) ( 5 ) = 5
2 6
c)     =  
 7  7   7 
d) ( 56 ) = 5 e) ( x 4 ) = x12
0

(A5) 5. Simplify.
1 
a) 17a 2 (3a 4 ) b)  x 2  ( −6 x3 ) c) 1.5x 2 (8x 4 y 2 )
2 

(A6) 6. Simplify.
3
2 
a) ( −2y ) c) ( 2xy 2 )
4 3
b)  x 
3 

(A7) 7. Simplify (−5s2r)2 (2sr3)2.

Level K | 1
 Algebra 3

Section 3 Polynomials

(A8) 8. Express −2y3 + 15y2 − 3 + 2y3 − 15y + 10 in simplest form.

(A9) 9. Express each polynomial in simplest form. Classify the polynomial by its special
name when applicable. If already in simplest form, state so.
a) a2 + ab − b2 b) x2 + 3xy + 2y2 − 2yx + 5x2
c) 5x2 − 2x2 + 4.5x2
(A10) 10. Give the degree of each polynomial.
a) x2 + 4x − 4 b) x2 + 2xy − 4y2
c) x + 3xy + 2xy − 2yx + 5x
2 2 2 2

d) −7 x8 + 5 − 3x + 5x2 − 8x3 − 4x3 + 7 x8

(A11) 11. Express x2 + 3x + 5 + 2x2 − 2 + 5x3 in standard and simplest form.

Section 4 Adding and Subtracting Polynomials

(A12) 12. Simplify.
a) −12m + 5 + (2m2 − 7m + 2) b) −2x2 + 7x + 11 − (−2x2 + 7x + 7)
(A13) 13. Find the opposite of 6h2 + 10h + 2.

(A14) 14. Add 4y3 − 2y + y2 − 15 and −3y2 + 8y3 + 12 + 8y using the vertical form.

(A15) 15. Subtract (4y3 − 2y + y2 − 15) − (−3y2 + 8y3 + 12 + 8y) using the vertical form.
(A16) 16. A catering company charges $20 for each meal served in addition to a
transportation fee of $100 for the whole banquet. The company provides waiters
at a cost of $2.50 for each guest. Find the total cost if the company is to cater
for x people.

(A17) 17. [G] Given P(x) = 5x4 − 6x + 4x2 + 12x3 + 9 and Q(x) = 25x3 + 2x4 + 4x − x2.
Express P(x) − Q(x) in simplest form. Give the coefficient of each term of the
difference.

Level K | 2
 Algebra 3

Section 5 Multiplying Polynomials

(A18) 18. Express as a polynomial in standard form.
a) 2xy(3x − 6) b) (−3y2 + 2y − 11)  10y
2 2
c) 3x (x + 2x + 5) d) −2xy(2y + 12x − 8)

(A19) 19. Express (x + 2)(x2 − 2x + 5) as a polynomial in standard form.

(A20) 20. Multiply.
a) (2m + 5)(2m − 4) b) (w2 + 2w − 1)(w2 + 2w + 1)
(A21) 21. Expand.
1  1 
a) (3p − 4q)2 b) (4x − 2y)(4x + 2y) c)  u 2 − v  u 2 + v 
2  2 

(A22) 22. Apply the identity for the difference between two squares to evaluate each
product.
 1  2
a)  7    6  b) 6.1  5.9
 3  3

(A23) 23. Multiply (2h + 4)(h − 7)(−3h + 8).

(A24) 24. Expand.
a) (5x + 1)3 b) (3a − 4b)3
(A25) 25. A factory produces rectangular jewelry boxes in
different sizes. The boxes have the same shape with the
sides in the ratio 2:3:4. Thus, the dimensions of any
box, in centimeters, can be given by 2x, 3x, and 4x,
where x is determined by the size of the box. Each box 4x
is packaged in a carton with a clearance of 3 cm on each
side. The space left inside the carton is filled with foam 2x
3x
peanuts for protection.
a. Express the volume of the carton as a function of x.
b. Express the volume of the space to be filled with
foam as a function of x.
(A26) 26. [G] Expand (2x + 3)(5x2 + 4) and express your answer in simplest form.
Give the coefficient of each term of the product.
(A27) 27. [G] Expand (2x + 3)2 and express your answer in simplest form.
Give the coefficient of each term of the expansion.

Level K | 3
 Algebra 3

Section 6 Dividing Monomials

(A28) 28. Simplify. If the expression is not defined, state so.
a) 3−2 b) (y − 5)0 c) (3 − 3)0 d) (7 − 7)5
(A29) 29. Simplify and express it using positive exponents.
b) ( 9−3 )  ( 95 ) c) ( 0.1x −3 )
−2 −1 −1
a) 2 x −4  3 x 2

(A30) 30. Express using positive exponents.

u −1v −3 8 q 2 p −3
a) 2 −4 b)
wz 8 −1 u 2 v
(A31) 31. Simplify and express your answer using positive exponents. Assume all
expressions are defined.
x2 4 y3 f4
a) 5 b) c)
x 2 y7 4 −2 f 2

(A32) 32. Solve for x. Assume all expressions are defined.

815 13x 1 715
a) 12 = 8 x
b) 6 = 5 c) =1
8 13 13 (7 )
3 x

(A33) 33. Simplify. Assume all variables are different from zero.
−3 −3 −2
 5x   −2c 2 d 3  1
−1
a)   b)   c) a  
 4  a
2
 4c d 

2
(A34)  4 p −2 q 4 
34. [G] Simplify  3 −5  using positive exponents only.
 5p q 

Section 7 Dividing Polynomials

(A35) 35. Divide (10x2 − 2x − 15) by (x + 2). Give the quotient and the remainder. Check
the answer.

(A36)
4 x3 + 15 x 2 + 18 x − 12
36. [G] Divide .
2x

Level K | 4
 Algebra 3

Chapter 2 Factoring Polynomials

Section 1 Common Monomial Factors

(A37) 1. Explain why 15y is a factor of 30xy3 while 30x3 is not.
(A38) 2. Find two non-constant factors that are common to 15xy2 and 24x2 y.
(A39) 3. Find the greatest common monomial factor.
a) 4a2 and 6a b) −6ab3 and 8a2b2

(A40) 4. Express 24ab2 + 32ab − 8a as a product of a monomial and a trinomial where the
terms of the trinomial factor have no common factors other than 1.
(A41) 5. A square of side length x is cut out of a circle of radius 2x as shown in the
diagram below.

2x
x

a. Find an expression for the area of the remaining part of the circle.
b. Express the area of the remaining part of the circle from part a) in factored
form.

(A42) 6. [G] Express 42x2y3 − 28x3y2 as the product of the greatest common monomial
factor of its terms with positive numerical coefficient and another factor.

Level K | 5
 Algebra 3

Section 2 Factoring Trinomials

(A43) 7. Factor as a product of two binomials and, maybe, a constant.
a) −27p2 + 27p + 1 b) 24s2 − 32s − 32
(A44) 8. [G] Factor x2 + 11x + 28 as a product of two binomials.

(A45) 9. [G] Factor x2 − 12x + 35 as a product of two binomials.

(A46) 10. [G] Factor x2 + x − 30 as a product of two binomials.

(A47) 11. [G] Factor x2 − x − 42 as a product of two binomials.

(A48) 12. [G] Factor 6x2 − 7x − 20 as a product of two binomials.

(A49) 13. Factor 3w2 + 10ws + 8s2.

(A50) 14. [G] Factor −6x2y + 10xy2 + 4y3.

Section 3 More on Factoring

(A51) 15. Factor as a product of two binomials.
a) x2 − 1 b) x2 − 121
c) x2 + 20x + 100 d) x2 − 40x + 400
(A52) 16. Factor as a product of two binomials and, maybe, a monomial.
a) 3x2 − 75 b) −5xy2 + 5x
c) 20x2 − 100x + 125

(A53) 17. Factor −2x3 + 50x.

(A54) 18. Factor −18x3y + 96x2y2 − 128xy3.

Level K | 6
 Algebra 3

Section 4 Factoring Polynomials in General

(A55) 19. Factor.
a) ab − 4b + 3a − 12 b) y3 − 9y + 4y2 − 36
c) x2 + 5x + 2xy + 10y d) −10m + 10n + 4mn − 25
(A56) 20. Factor.
a) x3 − 1,000 b) −2y3 + 2 c) 5x4 − 40x
(A57) 21. Factor.
a) x3 + 27 b) −3n3 − 24 c) 2y5 + 250y2

(A58) 22. Consider the polynomial 2a5 − 16a2b3 + 2a3 − 4a2b.

a. One factor of the polynomial is a3 − 8b3 + a − 2b. Find the other factor.
b. Factor a3 − 8b3.
c. Factor a3 − 8b3 + a − 2b.
d. Factor 2a5 − 16a2b3 + 2a3 − 4a2b.

(A59) 23. Show that x2 + 8x − 15 is irreducible over the set of integers.

Section 5 Solving Equations by Factoring

(A60) 24. Solve.
a) x(x + 9) = 0 b) x(x − 5)(x − 7) = 0 c) (3x − 6)(2x + 24) = 0
(A61) 25. Solve.
a) y2 + 13y + 12 = 0 b) 2x2 − 5x + 3 = 0 c) w3 − 10w2 + 25w = 0
(A62) 26. Solve.
a) 4x2 − 8x = −4 b) 9x2 − 4x = 3x2 − x
c) 4p2 − 12p + 124 = 40p − 45
(A63) 27. The length of a rectangle is 8 cm more than the width. The area of the rectangle
is 240 cm2. Find the length and width of the rectangle.

Level K | 7
 Algebra 3

Chapter 3 Rational Expressions

Section 1 Simplifying Rational Expressions

(A64) 1. Find all values of t for which the expression is undefined.
14t − 7 t t 2 − 12t + 36
a) b) 2 c)
( t − 7 )( t + 14 ) t − 121 −t 2 + 5t + 6

(A65) 2. Express each rational expression in simplest form. If it is already in simplest

form, state so.
10 − 5 s 10 − 5 s s2 + 1
a) b) c)
2s 2−s s+ 1

Section 2 Multiplying and Dividing Rational Expressions

(A66) 3. Multiply and express your answer in simplest form.
6m 65 s+5 80t 2
a)  b) 
39 42 m 32t 3 ( s + 5 )

(A67) 4. Divide and express your answer in simplest form.

x 6x 18 p 12 p
a)  b) 
56 ( q − 1) 21( q − 1)
2
7 11

m 2 − 2m + 1 m − 1
(A68) 5. [G] Simplify  .
4m 2 − 9 2m − 3
(A69) 6. [G] Provided that no expression in the denominator is zero, multiply
2a 2 + 10a + 12 a 2 − 1
 and express the answer in simplest form.
a 2 + 3a − 4 a + 2

Level K | 8
 Algebra 3

Section 3 Adding and Subtracting Rational Expressions

(A70) 7. Add or subtract and express your answer in simplest form.
1 3 3x 15 12t + 9 4t 2
a) + b) + c) +
x+5 x+5 ( 2t + 3) ( 2t + 3)
3 3
2m 2m

(A71) 8. Find the lowest common denominator of each pair of rational expressions.
8 12 y+5 y−2
a) and b) and
5 ( x − 2) x ( x + 2) 3( y + 2) 2 ( y − 5)
1 2w u 1
c) and d) and 2
3w − 2w − 1
2
3w + 4w + 1
2
( u + 1) ( u − 1)
2
u + 2u + 1

(A72) 9. Add or subtract. Express the answer in simplest form.

y+5 y−2 y 3y
a) + b) +
3( y + 2 ) 2 ( y − 5) ( )
12 y − 25 4 ( y − 5 )
2 2

y +1 5
(A73) 10. [G] Add + 2 and express the sum in simplest form.
4 y ( y − 1) 6 y

Section 4 Complex Rational Expressions

(A74) 11. Simplify.
1 1 1 1
− 1−
a) 2 b) 2 3 c) x
3 2 1
+ x −1
3 4
1
1−
(A75) 12. Simplify x by multiplying the numerator and the denominator of the
x −1
expression by the LCM of all denominators involved.

Level K | 9
 Algebra 3

1
1−
(A76) 13. [G] Simplify u .
2
1−
u +1

Section 5 Solving Rational Equations

(A77) x 2 − x − 42
14. Find the root(s) of .
x 2 − 36

4 3
(A78) 15. Solve 1 + = .
x x −1

1 1 −2
(A79) 16. Solve − = .
x x + 2 x ( x − 2)

2 x 2 − 18 x
(A80) 17. [G] For what value(s) of x is = 0?
x

Section 6 Applications of Rational Equations

(A81) 18. Linda drove 1,000 miles to visit her parents. On the way back, she averaged 10
miles per hour less, and the drive back took her 5 hours longer.
a. Fill in the missing entries in the table below.
d
Distance d Rate r Time t =
r
Onward trip

Trip back x

b. Write an equation that can be deduced from the fact that the drive back took
her 5 hours longer.
c. Find Linda’s average speed on the way back.
(A82) 19. Dana works at a restaurant. It takes her 4 hours to clean a load of dishes.
Another worker, Tim, can do the same job in 6 hours. If they work together,
what fraction of the load can they clean in one hour?
(A83) 20. To finish a task, it takes Timothy 3 hours less than his brother Bill. Working
together, they can finish the task in 2 hours. How long would it take Timothy to
finish the task if he works alone?

Level K | 10
 Algebra 3

(A84) 21. Nada bought 60 items consisting of pens and pencils. She paid $1 more for each
pen than she did for each pencil. If Nada paid $40 for the pens and $10 for the
pencils, then how many of each did she buy?
(A85) 22. An alloy of gold weighing 360 grams contains 60% pure gold. How many
grams of pure gold must be added to the alloy so that the percentage of pure
gold content becomes 70%?
(A86) 23. An ecosystem of rabbits in a park starts with 100 rabbits. The park can sustain
up to 500 rabbits. The population P of rabbits in the park in year t is given by
500
P= . In what year will the population of rabbits be 300?
4
1+
t +1

Level K | 11
 Algebra 3

Chapter 4 Linear Inequalities

Section 1 Solving Simple Inequalities

1
(A87) 1. Solve − x  2 and graph its solution set.
2

(A88) 2. Solve 8f − 1 ≥ 9(f − 1) + 4 and graph its solution set.

(A89)
3. Solve 2x + 5  2(x + 1) + 1.

(A90) 4. Solve 10x + 1  2(5x + 4) − 4.

(A91) 5. Solve 4y + 11  3(2y + 7) − 4.

(A92) 6. [G] Solve −6x + 9  39 to help answer the question below.

Pick the graph that can be used to represent the solution set of the inequality and
pick the correct value of b.

 b

 b

 b

 b
b=5
 b = −5
 b = 13
(S79) 7. What is the greatest possible integer value of x for which the inequality
2x − 9 < 5x − 4 is not satisfied?

Level K | 12
 Algebra 3

Section 2 Solving Compound Inequalities

(A93) 8. What set is equivalent to the two sets combined?

a) The empty set or the set of all real numbers less than or equal to 0.
b) The set of all real numbers less than −2 or the set of all real numbers greater
than −5.
(A94) 9. What set is common to the two sets?
a) The empty set and the set of all real numbers less than or equal to −4.
b) The set of real numbers and the set of all real numbers less than or equal to 0.

(A95)
10. Solve 4d + 1  1 or −2d  −6 and graph the solution set.

(A96) 11. Solve 10n − 4  1 and n  2 and graph the solution set.

(A97) 12. [G] Solve the compound inequality “4y − 3  17 or 12 − 5y  2” to help answer
the question below.
Pick the graph that can be used to deduce the solution set of the inequality and
pick the correct value of a.

 a b

 a b

 a b

 a b
a=5
a=2
 a = −5

Level K | 13
 Algebra 3

(A98) 13. [G] Solve the compound inequality “12 − 5x  −33 and 6x + 9  45” to help
answer the question below.
Pick the graph that can be used to deduce the solution set of the inequality and
pick the correct value of b.

 a b

 a b

 a b

 a b

b=6
 b = −9
b=9

5 7
(S81) 14. If  3 x − 5  , what is the greatest possible integer value of 6x – 1?
4 4

Section 3 Absolute Value Equations

(A99) 15. a. What number(s), if any, is/are equal to x if x = 9.2 ?

b. What number(s), if any, is/are equal to x if x = −2.1 ?

(A100) 16. Solve 5s − 7 = 17 . Check your answer.

(A101) 17. Solve 2 x − 3 − 1 = 9 . Check your answer.

(A102) 18. Solve 5 x + 11 + 14 = 10 .

(S82) 19. For what value of x is the expression |x – 10| – 5 equal to 0?

Level K | 14
 Algebra 3

Section 4 Absolute Value Inequalities

(A103) 20. Solve 3 x + 6  15 and graph the solution set.

(A104) 21. Solve 3 x − 6  3 and graph the solution set.

(A105) 22. [G] Solve | 4x − 5 |  7 to help answer the question below.

Which graph can be used to represent the solution set of the compound
inequality?

 a b

 a b

 a b

 a b
b=3
 b = 0.5
 b = −0.5

(A106) 23. [G] Solve | 2x − 5 |  3 to help answer the question below.

Pick the graph that can be used to deduce the solution set of the inequality and
pick the correct value of b.

 a b

 a b

 a b

 a b
b=1
b=4
 b = −1

(S80) 24. If x and y are two numbers such that –y – 5 < x < y – 5, then which of the
following is always true?
I. y > 0
II. |x + 5| < y
III. |x| < y – 5

Level K | 15
 Algebra 3

Section 5 Problem Solving

(A107) 25. Samantha has $16. She wants to buy a copybook and some markers. The cost
of the copybook is $4 and the cost of each marker is $2.50. What is the
maximum number of markers that Samantha can buy?
(A108) 26. Georgia has $75 in her savings. She plans to buy a laptop for at least $500.
Georgia gets $8 for each hour she spends babysitting. What is the least number
of hours Georgia must babysit to have the money needed for the laptop?
(A109) 27. Tom has a coupon for 15% off his total purchase amount at his favorite store.
Frank has a coupon that offers $30 off the total amount of his purchase.
What is the minimum amount Tom should spend so that his coupon will return
at least the same amount of money as Frank’s?

(A110) 28. A number is located on a number line at a distance more than 10 from −8.
What is the range of values for this number?
(S83) 29. It takes x minutes for chef to prepare a salad, where x ≤ 15.
His goal is to prepare each salad within 3 minutes of the period estimated to
serve the order. If he achieved his goal in y minutes, find the inequality that
describes the relationship between the estimated time and the actual time
required to prepare the salad.
(S84) 30. Albert’s family budgeted $3,000 for a vacation. Their budget consisted of $750
for travel costs and $80 per day for other expenses. Write an inequality that
describes the number of days, x, the family could stay on their vacation.
(S85) 31. Richard has $30 to spend at the fair. He pays a $7 entrance fee and uses the rest
of the money to buy as many ride tickets as possible. If the ride tickets cost
$0.75 each, what is the maximum number of tickets he can buy?

(S86) 32. Sarah’s salary, in dollars, is calculated using the expression (d + 4)  60, where
d is the number of working days. Mary’s salary, in dollars, is calculated as 85d.
What is the least number of days for which Mary’s salary exceeds Sarah’s
salary?
(S87) 33. A farmer is considering planting potatoes or tomatoes and needs to determine
which is less costly. Growing tomatoes costs $80 in addition to $3 per ounce.
Growing potatoes costs $5 per ounce. If the farmer plans to grow k ounces of
one kind of vegetable, find the set of values of k for which growing potatoes is
less costly than growing tomatoes.

Level K | 16
 Algebra 3

Chapter 5 Radicals

Section 1 Square Roots

(A111) 1. Find the square roots, if any, of the following numbers.

a) −64 b) 16 c) 0
(A112) 2. Simplify each of the expressions below.
( 3x + 2 ) (− y) ( −2x )
2 2 4
a) b) c)

(A113) 3. Solve for x.

a) x2 = 6 b) 4x2 + 5 = 9 c) 4(x + 1)2 = 16

Section 2 Rational and Irrational Numbers

(A114) 4. Express 9.252525… as a ratio of two integers.

(A115) 5. Express 7.1111… as a ratio of two integers.
(A116) 6. Express 5.0343434… as a ratio of two integers.
(A117) 7. Classify each of the following numbers as rational or irrational.
9
a) 40 b) 400 c)
2

Level K | 17
 Algebra 3

Section 3 Simplifying Radical Expressions

(A118) 8. Express in simplest form.

3
a) 0.4 b) −
4

(A119) 9. Express in simplest form.

a) 5x8 y 5 b) 50x 7 c) 4.5x 3

(A120) 10. Simplify.

a) (2 12)( 24) b) (5 18)(2 1, 000) c) ( 9a 2 )( −5 a 6b 4 )
(A121) 11. Rationalize the denominator and simplify.
−4 4 4 3x 12 x 2 y
a) b) c)
50 x 8 xy 2

(A122) 12. In simplest form, 1, 210 can be expressed as a 10 , where a is a whole

number to be determined. Give the value of a.

(A123) 2 a
13. [G] In simplest form, can be expressed as , where a is a whole number
7 7
to be determined. Give the value of a.

(A124) 11 48  2 5
14. [G] In simplest form, can be expressed as 4 a , where a is a
44
whole number to be determined. Give the value of a.

Level K | 18
 Algebra 3

Section 4 Adding and Subtracting Radical Expressions

(A125) 15. Simplify.

2 5
a) 3 5 + 6 5 − 5 b) 3 8 + 7 32 c) 10 + 12
5 8

(A126) 16. Simplify ( )(

3 −1 9 + 6 − 2 .)
(A127) 2− 3
17. Rationalize the denominator and simplify .
2 3+ 2

(A128) 18. [G] In simplest form, 6 75 + 12 48 − 5 300 can be expressed as k 3 , where

k is a whole number to be determined. Give the value of k.

8−5 3
(A129) 19. [G] In simplest form, can be expressed as k 3 − 1 , where k is a whole
3−2
number to be determined. Give the value of k.

Level K | 19
 Algebra 3

Section 5 Solving Radical Equations

(A130) 20. Solve 3x − 14 = 4 .

(A131) 21. Solve 2 x − 1 − x − 1 = 1.

(A132) 22. The skidding distance d, in meters, of a car when it comes to a sudden stop is
given by d = 2 3s , where s is the speed, in meters per second, at the initial
time when the brakes are applied.
a. What is the skidding distance if s = 27 m/sec? What does it represent?
b. What is the skidding distance if the car is moving at a speed of 12 m/sec
when the brakes are applied?
c. At what speed is the car moving just before the brakes are applied if it goes
a skidding distance of 6 m?

(A133) 23. [G] For what value(s) of x is 4 x − 15 + 5 = x ? If more than one such value
exists, enter any one of them (not all).

(S88) 24. Solve the equation b 2 + 15 x 2 = 8 , if x > 0 and b = 7.

(S89) 25. Solve the equation x − 6 = x − 8.

(S90) 26. Solve the equation 5 x 2 + 20 = x + 6 .

(S91) 27. If 7 y = 5c , find the value of y when c = 14 3 .

Level K | 20
 Algebra 3

Section 6 Applications to Analytic Geometry

(A134) 28. Find the distance between the point A(6, −7) and B(2, −7).

(A135) 29. [G] The distance between A(−1, 3) and B(5, 12) can be expressed as 3 k ,
where k is a whole number to be determined. Give the value of k.
(A136) 30. [G] The coordinates of the midpoint M of the segment joining the points
A(7, −5) and B(19, 21) are given by M(k, 8), where k is a whole number to be
determined. Give the value of k.

Section 7 The nth root

(A137) 31. a. Find the square roots, if any, of −100.

b. Find the cube roots, if any, of −1,000.
c. Find the fourth roots, if any, of 256.
d. Find the fifth roots, if any, of −1.

(A138) 32. Solve, giving your answer to three decimal places. If the equation has no
solution, state so.
a) 10x3 = 12 b) x4 − 4 = 0 c) (x − 1)5 = 10
(A139) 33. Simplify.
32x 5
a) 3
4x 2 y 5 b) 4
25x 6 c) 4
w2

(A140) 34. Simplify.

10 4 81x 9
a) 5 4 48 + 2 4 30,000 − 4 4 3 b) − 5 4 16 x 5 + 4 x 4 x
3x

Level K | 21
 Algebra 3

Section 8 Rational Exponents

(A141) 35. Simplify.

−1 2
12 4
a) 4 b)  
9

(A142) 36. Simplify. Use absolute value only when necessary.

( y) ( y)
4 3
a) 4
y4 b) 4
c) 3
y3 d) 3

(A143) 37. Express 4 25x 5 using rational exponents and simplify. Give your final answer
in terms of radicals.

(A144) 3
38. Express 2a 2a using one radical only.

4
(S92) 39. Express 3x 2 + 2 ( ) 9
as a radical expression.

3/4
 16  a
(A145) 40. [G] In simplest form,   = , where a and b are whole numbers to be
 81  b
determined. Give only the value of b.

Section 9 Solving Radical Equations (Revisited)

(A146) 41. Solve 3

4 x6 − 5 = − x2 .

(A147) 42. Solve 5 12 + x + x = 2 .

(A148) 43. The intensity of light from very hot stars causes hydrogen gas to form a
spherical zone, called a nebula, defined by the equation R = 0.3L1/2D−2/3, where
D is the density of the gas in atoms/cm3, L is the luminosity of the stars in
multiples of the sun’s power, and R is the radius of the spherical zone in light
years.
a. Solve for L in terms of R and D.
b. A nebula has a radius of 3 light years and a density of 64 atoms/cm3. What
is the total luminosity of the stars providing the energy for this nebula?

Level K | 22
 Algebra 3

Chapter 6 Statistics

Section 1 Qualitative and Quantitative Data

(A149) 1. Classify each description as qualitative or quantitative.

a. The cup of coffee
i. is full to the rim
ii. is extremely hot
iii. smells great
b. The new house the Hendersons bought
i. has 5 bedrooms
ii. costs $220,000
iii. is 3 years old

Section 2 Mean, Mode, Median, and Quartiles

(A150) 2. In each of the following cases, find x so that the mean of the data set is 10.
a) x, 2x, 3x, 4x b) x, 0, 0, 100
(A151) 3. Find the mode(s) of each of the following sets of data.
a) 3, 4, 1, 3, 1, 2, 0, 0, 3, 0, 5, 1, 4, 0, 0, 3, 0, 0, 3, 7, 4, 0
b) 2.1, 1.2, 2.1, 3.0, 0.5, 1.4, 2.1, 0.6, 2.1, 1.4, 0.6, 1.4, 0.5, 1.4
c) 1, −1, 2, −2, 3, −3, 4, −4, 5, −5, 6, −6
(A152) 4. A set of 50 numbers arranged in ascending order is given below.
3 6 20 33 43 59 71 83 87 95
3 11 22 37 50 61 75 83 89 97
4 12 25 39 51 63 79 83 91 98
6 20 28 40 53 66 80 85 91 98
6 20 28 42 55 69 82 87 92 98
a. What is the median of this set?
b. Find the five-number summary of this set.
c. Find the range and the interquartile range of this set.

Level K | 23
 Algebra 3

Section 3 Frequency Tables

(A153) 5. Arrange the data below in a table showing the frequencies, relative frequencies,
and cumulative frequencies.
4 5 3 2 2 4 3 5 3 4 8 3
3 4 3 2 4 5 5 3 5 1 6 4

Section 4 Visual Representation of Data

(A154) 6. Thirty-six adult males and an equal number of adult females were surveyed.
Their ages are displayed on the same line plot, as shown below.
Male
Female

29 30 31 32 33 34 35 36 37 38 39
Ages of the people surveyed
a. Compare the ages of the females with the ages of the males surveyed.
b. Find the mode of the ages of the males and the mode of the ages of the
females surveyed.
c. Find the mode of the ages of the entire group.
d. Find the median age of the females and the median age of the males
surveyed.
(A155) 7. Students from Grades 5, 7, and 9 were asked about their favorite type of movie.
The results are shown in the table below.
Favorite Movie Type
Grade 5 Grade 7 Grade 9
Comedy 6 9 4
Action 4 6 12
Science Fiction 8 2 3
Horror 2 3 3
Represent the data using a multi-bar graph.

Level K | 24
 Algebra 3

(A156) 8. Thirteen students took an English test. The scores are listed below in ascending
order.
40, 71, 73, 73, 74, 75, 77, 77, 80, 82, 84, 85, 90
Identify the outlier and represent the data using a modified box plot.
(A157) 9. One hundred eighty children were asked to name their favorite dessert from a list
including ice cream, fruit salad, strawberries, and cake. The results are tabulated
below.
Dessert Number of children
Ice cream 70
Fruit salad 60
Strawberries 20
Cake 30
Illustrate the information using a circle graph. Label each sector appropriately
and display the size of each angle.
(A158) 10. The histogram below shows the scores of a group of students on an assessment
exam.

40

30
Frequency

20

10

0 10 20 30 40 50 60 70 80 90 100
Grades
a. How many students scored between 60 and 80?
b. How many students are represented in the histogram?
c. How many students scored 80 or more?

Level K | 25
 Algebra 3

(A159) 11. Andy is the owner of two restaurants, A-Burger and A-Pizza. The monthly net
returns of the two restaurants during the year 2011 are represented in the
following graph.
7
6
5 A-Burger
Profit,  $1,000

4 A-Pizza
3
2
1
0 Months
−1 1 2 3 4 5 6 7 8 9 10 11 12
−2
−3
a. What is Andy’s total profit in the first month?
b. In how many months of the year 2011 was A-Pizza more profitable than
A-Burger?
(A160) 12. The distance, in miles, traveled by 40 workers to and from work are given
below.

12 14 21 6 34 14 22 45
16 20 31 27 23 32 26 17
18 21 8 18 24 9 16 15
23 25 12 16 32 11 9 20
24 32 42 14 38 2 15 22

Display the data in a stem-and-leaf plot.

(A161) 13. The distances, in miles, traveled to work by the employees of two companies
are given in the tables below.
Company 1
12 14 21 6 34 14 22 45
16 20 31 27 23 32 26 17
Company 2
23 25 32 16 32 11 9 20
24 32 42 14 38 2 15 22
Create a back-to-back stem-and-leaf plot for the data and compare.

Level K | 26
 Algebra 3

Section 5 Bivariate Data

(A162) 14. A mathematics exam consists of a multiple choice section, Part I, and a free
response section, Part II. Ten students took the exam and their results are given
below.
Part I (out of 50) 32 41 28 37 46 38 34 45 39 42
Part II (out of 50) 27 33 26 31 41 36 30 39 33 37
a. Draw a scatterplot. Use the horizontal axis for the grades of Part I.
b. Comment on the relationship between the scores for Parts I and II.
c. Draw the line of best fit.
d. Use the line of best fit to estimate a student’s score on Part II if his score on
Part I is 30.
(A163) 15. The table below shows the working hours per week of some part time
employees of a company.
Number of working
2 8 10 13 15 18 20
hours (x)
Number of
14 26 31 37 39 45 52
employees (y)
Using a linear model, the line of best fit for the above data is given by y = 2x + 10.
a. Fill in the table below to complete the table for the residuals.
Number of
2 8 10 13 15 18 20
working hours (x)
Number of
14 26 31 37 39 45 52
employees (y)
ye
(y − ye)
b. Draw a residual plot.
c. Comment on the residual plot.

Level K | 27