The document contains 5 math problems created by Emily White and Ally Bauer to test their understanding of concepts like quadratic equations, factoring, inverses, domains, and completing the square. Each problem is accompanied by an explanation of the steps taken to solve it. In reflections at the end, Emily and Ally note that they chose challenging problems to display their mathematical abilities and approach equations from different perspectives. They found creating problems beneficial for enhancing their understanding of covered units, though struggled to find issues difficult enough without being too hard.

1. DEV Project
The Avengers
By: Emily White
and Ally Bauer

2. Problem 1
Iron Man has 3000 square feet of building material,
and he wants to make an extension on Stark Tower
with 9 rooms inside. What dimensions would give
the maximum area(2 dimensionally)?
3000= 4x+4y A=xy
-4y -4y A=(750-y)y
3000-4y= 4x -y^2+750y
4 4 -b = -750 = 375
750-y=x 2(a) -2
(750-375)= 375
x= 375 y= 375

3. Explanation
So he starts out with 3000 feet of building material, and he
wants 9 separate rooms. There would be 4 “x” dimensions,
and 4 “y” dimensions. The 3000 is the perimeter, so he
would solve for 4x+4y. The he would plug in 750-y for x in
the area equation. Then he would distribute to make a
standard form quadratic equation. He would use the
opposite b over 2a equation to find the x of the vertex, then
plug in the answer to find the y. Those would give the x
and y dimensions that would make the maximum area,
which is 140625 square feet.

4. Problem 2
3y+8=x Find the inverse
√5y+2
3y+8^2=x^2
√5y+2
3y+8 =x^2(5y+2)
5y+2* 5y+2
3y+8= 5x^2y+2x^2
-8 -8
3y-(5x^2y)= 2x^2-8
y(3-5x^2)= 2x^2-8
(3-5x^2) (3-5x^2)
2x^2-8
y= 3-5x^2

5. Explanation
To find the inverse, first we had to square both
sides. Then we multiplied by 5x +2, and
distributed the x^2. Then we subtracted 8, and
subtracted 5x^2y so that all of the “y”s would be
on the same side. Then we factored out the y,
and divided the 3-5x^2. That way, we got the
inverse.

6. Problem 3
Factor completely: x^4-2x^3+27x-54
(x^4-2x^3)+(27x-54)
x^3(x-2)+27(x-2)
(x^3+27)(x-2)
A^3=x^3 3√A^3= 3√x^3
B^3=27 3√B^3= 3√27
(x-2)(x+3)(x^2-3x+9)

7. Explanation
In order to factor by grouping, we first split the equation into
two different quantities. Then we factored out the greatest
common factor of each quantity. Was was left between
each set of parentheses was the same, so we put them
together, and put the x^3 and the 27 together into one
quantity. After that we identified the A^3 and B^3 values in
“the sum of cubes” equation. We then used “the sum of
cubes” format to factor it completely into the final equation.

8. Problem 4
Find the Domain: √x^2-25
√x^2+6x+8
x^2-25 ≥0
x= +/-5
D:(-∞,-5 U 5,∞)
x^2+6x+8 ≥0 -5 -4 -2 5
(x+2)(x+4) ≥0
x= -2 x= -4
D:(-∞,-4)U(-2,∞)
DF: (-∞,-5 U 5,∞)

9. Explanation
To find the domain of a quadratic under a radical, the first
thing we did was take them out from under the radical and
set each of them equal to 0 (greater than or equal to for the
top, equal to for the bottom). Then we factored them,
although we only showed it for the one. Then we used the
x-intercepts to find the domain of each function separately.
Next we found where they overlap, and that was the final
domain.

10. Problem 5
Solve by completing the square: 7x^2-7x-18= 0
7x^2-7x-18= 0
+18 +18
7(x^2-x+¼)= 79/4
7(x-½)^2= 19.75
7 7
√(x-½)^2= 19.75
√ 7
x-½= +/- 19.75 +½
+½ √ 7
x= +/- 19.75 +½
√ 7

11. Explanation
To solve by completing the square, the first
thing we had to do was add the c value on both
sides. Then we factored out the 7, and used
the (b/2)^2 equation to make a new c value.
Next we divided both sides by 7, and factored
the equation. We then squared both sides and
subtracted ½. That gave us the answer.

12. Reflections
Emily: Ally and I chose the concepts that we did because we wanted to put
our learning to the test, and challenge what we are capable of. The
problems that we created provide an overview of our mathematical
understanding because they show that we are able to use our knowledge
wisely. They display our ability to work our way through problems that are
by all means, not the easiest of the bunch. This assignment proved to be
fairly beneficial because it forced us to work somewhat backwards, and look
at equations from a different perspective.
Ally: Emily and I made our project using the problems that we did because
this was what we felt was the height of our capabilities. I personally
struggled with completing the square and finding the inverse, so making up
problems like this enhanced my understanding of the units that we covered.
Making u math problems was new to both of us, and it was really helpful for
studying the past work that we’ve done. We both struggled a bit with finding
problems that would be difficult enough to portray our knowledge, but in the
end, I feel as though we did a good job of it.