Copy of M13 Performance Assessment (22-23)

Name: Adelle
Algebra 1 - Semester 2
Module 13 Performance Assessment
The assignment is set to “view only”. To be able to edit it, select File > Make a
Copy.
YOU MUST SHOW ALL WORK TO EARN FULL CREDIT FOR CORRECT
ANSWERS (or partial credit for incorrect answers).
You may:
● Type your answers in the space provided using your keyboard and the
equation editor of your word processor, and/or
● On a separate sheet of paper, hand-write the work, answer, and/or
explanation. Take a picture of what you did by hand and insert the image
into the appropriate answer space of this document.
The answer boxes will automatically resize to accommodate your work and/or
inserted screenshots.
Be sure to complete all parts of every question. Each question shows how many
points it is worth for a total of 36 possible points.
Desmos (or other graphing program) is NOT allowed unless specifically

stated.
1. Determine the set(s) to which the expression belongs and place an X in the
correct column(s). (Each question is worth 1 point).
Expression Natural Whole Integer Rational Irrational Real
1. 2 x x
9
2. √❑ x x
3. √❑ x x x x x
4. Simplify: −√ ❑ (2 points)
−√ ❑which simplifies to −8 i √ ❑
5. Solve the equation by factoring: x 2−10 x=−16 (2

points)
2
x −10 x+ 16 which simplifies to (x-8)(x-2), set each of them equal to zero, x=8 and
x=2.
Revised: 06/14/2024
6. Solve the equation using the square root method. Provide the exact solution
in simplest form and, if necessary, the approximate solutions rounded to the
nearest hundredth:
2
2 x −5=49 (2 points)
2 2 2
2 x −5=49 , 49+5=2 x ,2 x =54.Divide both sides by two, so you get
x =27 , x=√ ❑. x=3 √ ❑. x=5.2
2
7. Solve using the quadratic formula. Provide the exact solution in simplest
form and, if necessary, the approximate solutions rounded to the nearest
hundredth:
2
2 x =21−11 x (2 points)
2 11± √❑ ,
−2 x −11 x+ 21,
❑
11± √❑ , 11±17 , x=-7 and x=6/4 or 1.5
❑ −4
8. Solve the equation by completing the square. Provide the exact solution in
simplest form and, if necessary, the approximate solutions rounded to the nearest
hundredth:
2
x + 18 x −35=5 (2 points)
9. Relating Linear and Quadratic Equations to Systems of Equations.
Consider the system of equations:

f (x)=−8 x+ 48
g(x )=−2 ¿
a. Use the graphing calculator at desmos.com to graph both of the equations in

the system on the same set of axes. Insert a screenshot of the graph in the
space below. (2 points)
b. Estimate the solution(s) to the system by locating the intersection point(s) on
the graph in desmos. State the estimated solution(s). (2 points)
(2,32) and (6,0)
10. A system, like the one in #9, that is generated by a linear equation and a
quadratic equation can have a variety of solutions.
a. Sketch a graph of a system generated by a linear equation and a quadratic
equation that has no solution. Explain how the possibility occurs. (You do
not need to write any equations. Just provide a simple sketch and
explanation). (2 points)
If the linear equation’s graph is
under the minimum or over the maximum, they won’t touch as shown in the
graph.
b. Sketch a graph of a system generated by a linear equation and a quadratic

equation that has exactly one solution. Explain how the possibility occurs.
(You do not need to write any equations. Just provide a simple sketch and
If the linear equation just touches

the outside of the parabola on one side and doesn’t cross into it, there is only one
solution.
c. Sketch a graph of a system generated by a linear equation and a quadratic

equation that has exactly two solutions. Explain how the possibility occurs.
(You do not need to write any equations. Just provide a simple sketch and
If the linear equation crosses into the parabola and then
out the other side, there are two solutions, one for each crossing point.
11. Now, solve the system from #9 algebraically. The easiest way to solve systems
of linear equations generated by a quadratic equation and a linear equation is to
replace the function notation with y (as shown below) and use the substitution
method to find the solution(s) for x. Once you find the value(s) of x, then determine
the value(s) of y. (2 points)
y = −8x + 48
y = −2(x − 2)2 + 32
Set the equations equal to each other, −8x + 48=−2(x − 2)2 + 32, then move all
the terms to one side to get 2 x 2−8 x+24. Then solve using the quadratic equation,
8 ± √❑ , which simplifies to 8 ± √❑ , 8 ±8 i √ ❑ .
❑ ❑ ❑
12. Considering problems #9 and #11, when do you think it would be better to
solve a system by graphing and when would it be more appropriate to use algebra?
(2 points)
This system it was easier to do graphing, because the equations do not simplify
into factoring or the quadratic equation easily, but the solutions were very easy to
find on a graph.
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Name: Adelle

Module 13 Performance Assessment

Desmos (or other graphing program) is NOT allowed unless specifically

5. Solve the equation by factoring: x 2−10 x=−16 (2

9. Relating Linear and Quadratic Equations to Systems of Equations.

Consider the system of equations:

a. Use the graphing calculator at desmos.com to graph both of the equations in

b. Sketch a graph of a system generated by a linear equation and a quadratic

If the linear equation just touches

c. Sketch a graph of a system generated by a linear equation and a quadratic

Activity used and modified from On-Core Activity Generator

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