List of Assessments:
Successful Completion of the entire Creating Parabolic Equations worksheet
Lesson Quiz: Manipulation of Parabolic Functions (standard and vertex form)
Lesson Reflection
Was the lesson successful? Why or why not?
What needs to be changed about the lesson? Why?
What shouldnt be changed about the lesson? Why?
How does this lesson set up for the next lesson of the standard?
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X 1
X
X
1
1
1. Color all rectangles and squares different colors. How are the areas of each polygon
related? Explain using mathematical expressions (Hint: use the distributive property).
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2. Use the shapes provided in Question #1 to illustrate each of the following expression, and
sketch your arrangements with appropriate labels.
a. x (x+2) + 1(1)
b. x (x+1) +1(1)
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X 1 1
X
X
X X
3. Using the figures above, determine if each of the following statements are true or false.
Provide mathematical reasoning as evidence for each of your answers.
a. The area of the long rectangle can be represented by 1 (x+1).
d. The total area represented by the two shapes will be x (x+1) + (2x+1) (1).
e. Show that the total area represented by the two shapes can be expressed as x +1)
(x+2)
4. Use the sketch in a to help you decide which of the following would be equivalent to x.
a. x2 + 4
b. x2 + 2x + 4
c. x2 +4x + 4
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5. Use what you know about the distributive property to help you decide which of the
following will be equivalent expressions. Check your thinking using the sketch. \
a. (x+1)2 + 1 (x +2) + 1 (x+1)
b. x (x+2) + 2 (x+2)
By completing the previous equations with the distributive property, you should notice
that each of the simplified equations have a form similar to:
2 + +
where (b) and (c) are positive integers. This form of the quadratic equation can be referred to as
the standard form of quadratic equations; however, there are other forms of this that can be
used to represent a quadratic equation.
6. To explore this further, suppose we have the following equation:
= 2 2 4 + 5
a. Using algebra, isolate all x terms to one side of the equation.
b. Factor the isolated x-term side of the equation with the greatest common factor.
c. Now add a box to each side of the equation, it should look similar to this:
+ [ ] = ( 2 + [ ])
d. Now take half of (a), and place the value inside each box.
e. Factor the quadratic inside the parentheses. Use the Punnet square below to help you:
X + or -
X X2
+ or -
[ ]
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You have just completed the square! We use this technique to transform the standard form
of the quadratic equation to what we call the vertex form of a quadratic equation. The vertex form
of the quadratic equation can be generalized by the following equation:
= ( )2 +
where (a) is the amplitude or (what I call) the widening coefficient, and the point (h,k) is
the vertex of the created quadratic or parabola.
7. Using your calculator, draw the graph of the vertex form of the quadratic that you created
in question #6.
c. Using the table function on your calculator, fill in the table of values found below:
X Y
-5
-4
-3
-2
-1
0
1
2
3
4
5
d. What trend in values do you see as you increase in value?
e. Is there are particular value at which the trend seems to change? What point (X,Y) is
this? Does it seem familiar?
One of useful aspects of parabolic equations is that it can have multiple solutions for the
variable (x) for one y output. To solve for these x values, we use what is called the quadratic
formula. The quadratic formula is typically written in the following form:
2 4
=
2
where the values of (a), (b), and (c) come from the standard form of the quadratic equation. The
important thing to understand that you should obtain two values from this formula! To help
visualize this concept, consider breaking the quadratic formula into two separate equations, one
with addition and one with subtraction:
+ 2 4 2 4
= =
2 2
8. Use the quadratic formula to solve for the values of (x) for each of the following
quadratics:
a. x2 + x 4
b. x2 3x 4
c. x2 4
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9. Now, take the values of (x) that you calculate in number #8, and plug the values into each
respective standard form equation to determine the value of (y).
a. x2 + x 4
b. x2 3x 4
c. x2 4
d. What trend did you notice for each calculated value of (y)? What does this mean
graphically? Use a graph of one of the equations to illustrate your reasoning
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The values of (x) that you calculated are called x-intercepts. An x-intercept is the point at
which the function crosses the x-axis; however, as in linear equations, quadratics can have a y-
intercept as well, which is the point at which the function crosses the y-axis.
10. Using algebra, determine the y-intercept of each of the quadratics from question #9. If
you believe that the intercept does not exist, state D.N.E and draw a graph of the function
to help validate your argument.
a. x2 + x 4
b. x2 3x 4
c. x2 4
11. Based on your answers from question #10, does every parabola have a y-intercept?