MATHEMATICS 20-2

Quadratic Functions and Equations

High School collaborative venture with

Harry Ainlay, McNally, M. E. LaZerte, Ross Sheppard,
Scona, and W.P. Wagner
Harry Ainlay: Colin Veldkamp
Harry Ainlay: Debby Sumantry
Harry Ainlay: Mathias Stewart
Harry Ainlay: Meriel Hughes
McNally: Enchantra Gramlich
M. E. LaZerte: Monique Merchant
Ross Sheppard: Jeremy Klassen
Ross Sheppard: Tim Gartke
Scona: Joe Johnston
W. P. Wagner: Kiki Brisebois

Facilitator: John Scammell (Consulting Services)

Editor: Jim Reed (Contracted)

2010 – 2011
 TABLE OF CONTENTS

STAGE 1 DESIRED RESULTS PAGE

Big Idea 4

Enduring Understandings 4

Essential Questions 4

Knowledge 5

Skills 6

STAGE 2 ASSESSMENT EVIDENCE

Transfer Tasks (on a separate page which can be photocopied & handed out to
students)
Bridge Design for the Masses
Teacher Notes for Transfer Task 7
Transfer Task 8
Rubric 15
Notes and Cautions 17
Possible Solution 18

Bridge Design for the Masses

Transfer Task 28
Rubric 30
Possible Solution 31

STAGE 3 LEARNING PLANS

Lesson #1 Getting to Know You (Characteristics Graphically) 36

Lesson #2 Split Personality (Characteristics Algebraically) 41

Lesson #3 Lesson 3: Solve by Factoring (Solve Equations) 46

Appendix – Worksheets/Keys 52

Mathematics 20-2 Inductive and Deductive Reasoning Page 3 of 96

 Mathematics 20-2
Quadratic Functions and Equations

STAGE 1 Desired Results

Big Idea:

Important real world phenomena can be modeled by quadratic equations and

functions. Understanding the properties of quadratic functions and equations
enhances comprehension of these phenomena. There is an intricate connection
among algebraic functions, the real world and graphs.
Implementation note:
Post the BIG IDEA in a prominent
place in your classroom and refer to
it often.

Enduring Understandings:

Students will understand …

 A quadratic function has a parabolic shape.

 Quadratic equations can be solved in a variety of ways.
 Quadratic functions and equations can model real world phenomena.
 The key features of a quadratic function have contextual significance.
 There are relationships among the roots of an equation, the zeros of the
corresponding function and the x-intercepts of the graph of the function.

Essential Questions:

 What property of a quadratic function makes it symmetrical? Why does it rise

and fall or fall and rise?
 To what extent can a quadratic function describe increasing profit in
business?
 What factors affect the path of a projectile?
 What causes natural phenomena to be quadratic?
 Do we invent math to describe our world or does math describe what is
inherently there?

Mathematics 20-2 Inductive and Deductive Reasoning Page 4 of 96

 Knowledge:

Enduring Specific Description of

Understanding Outcomes Knowledge
Students will know …
Students will
understand… *RF1  the general shape of a
parabola
 A quadratic function  the vertex, intercepts, domain
has a parabolic shape. & range and axis of symmetry
 Quadratic equations  the maximum and minimum
can be solved in a values
variety of ways.  how to sketch/plot graphs
 Quadratic functions  how to identify the vertex of a
and equations can quadratic from the standard
model real world form or graph
phenomena.  identify the opening direction
 The key features of a Students will know …
quadratic function,
expressed in a variety *RF2  when to find the x-intercept or
of ways, have vertex
contextual significance.  x-intercepts are zeros and
 There are relationships roots
among the roots of an  what solve means
equation, the zeros of  the difference between
the corresponding functions and equations
function and the x-  how to use the quadratic
intercepts of the graph formula
of the function.  when to solve an equation
8888
I*RF = Relations and Functions

Mathematics 20-2 Inductive and Deductive Reasoning Page 5 of 96

 Skills:

Enduring Specific Description of

Understanding Outcomes Skills
Students will be able to…
Students will
understand… *RF1  convert an equation from standard form to
vertex form
 A quadratic function  determine the vertex:
has a parabolic shape. o from a graph
 Quadratic equations o from an equation in standard form
can be solved in a o using technology
variety of ways.  determine intercepts:
 Quadratic functions o from a graph
and equations can o from an equation in standard form
model real world o using technology
phenomena.  determine the domain & range from a graph
 The key features of a  sketch the graph of a quadratic function with
quadratic function, or without technology
expressed in a variety  determine the equation of the axis of
of ways, have symmetry
contextual significance.
 There are relationships Students will be able to…
among the roots of an
equation, the zeros of *RF2  solve a quadratic equation by factoring and/or
the corresponding
the quadratic formula
function and the x-
 write the function in factored form given the
intercepts of the graph
zeros of a quadratic
of the function.
 determine the number of x-intercepts of a
quadratic function
 solve contextual problems

*RF = Relations and Functions

Implementation note:
Teachers need to continually ask
themselves, if their students are acquiring the knowledge and skills needed for the unit.

Mathematics 20-2 Inductive and Deductive Reasoning Page 6 of 96

 STAGE 2 Assessment Evidence

1 Desired Results Desired Results

Teacher Notes

There are 2 transfer tasks to evaluate student understanding of the concepts

relating to quadratic functions and equations. A photocopy-ready version is included
for both tasks.

Implementation note:
Students must be given the transfer task & rubric at the beginning of the unit. They need to know ho

When work is judged to be limited or insufficient, the teacher makes decisions

about appropriate intervention to help the student improve.

Each student will:

 Explain the concepts relating to quadratic functions and equations.

Glossary

factored form – A quadratic function written in the form , where a,

r, and s are real numbers and a ≠ 0

parabola – A U-shaped curve obtained by graphing a quadratic function

standard form – A quadratic function written in the form y = ax2 + bx + c, where a,

b, and c are real numbers and a ≠ 0

vertex form – A quadratic function written in the form y = a (x – p)2 + q, where a, p,

and q are real numbers and a ≠ 0

vertex of a parabola – The point of intersection of a parabola and its axis of

symmetry

quadratic formula – The formula for determining the roots of a quadratic equation
from its coefficients

Mathematics 20-2 Inductive and Deductive Reasoning Page 7 of 96

 Bridge Design for the Masses - Student Assessment Task

Role: You are working with a team of bridge designers and you have been
asked to create a bridge to cross the North Saskatchewan.

Audience: City Council is eagerly waiting to see what you come up with.

Format: Create a short report to summarize your findings and those of your
colleague.

Topic: Quadratic Functions and Equations

Scenario A

You have been asked to design a bridge to span the North Saskatchewan,
and you are leaning towards a parabolic shape, but you have some research
to do first.

The bridge must span 120 m to get from one side of the river to the other, in
the spot requested by City Council.

Your first task is to determine the equation of your quadratic in the form
y=− ( x−r ) ( x−s ) ,where r and s are the x-intercepts of the graph.
You will need to identify some properties of your model. Make sure that in
your report you:
 Identify the axis of symmetry.
 Find the y-coordinate of the vertex and determine whether it is a
maximum or a minimum.
 Identify the domain and range
 Include a sketch of your model on the grid provided
 Move the axes to create at least two different sets of r and s values.
Determine the new equation and verify that the maximum or minimum
value is the same as that in the first equation.
 Comment on the feasibility of your model and what, if anything could
be changed to improve it
Bridge Design for the Masses (continued)

Scenario B

A colleague is also working on a bridge model. His quadratic model is

y=a( x 2−25 x−12) . He is having difficulty with this model, but he believes
the problem can be fixed by altering the value of a. Your colleague has asked
for your help.

Choose two values for a in the interval –5 to –1. For each of these new
equations find the x-intercepts of the graph. In one case use the calculator to
find these values, and in the other use the quadratic formula. Round your
answers to the nearest hundredth in both cases. What do you notice about
your x-intercepts in each case, and what does this mean?

For both of these models find the maximum height of the structure. Comment
on the impact of a in the quadratic function.

Your colleague also needs to determine an equation that will restrict the
maximum height range to 25 m – 30 m. Generate a quadratic equation that
meets this condition, while maintaining the same x-intercepts.
Bridge Design for the Masses (continued)

Scenario C

Your bridge inspector colleague received plans for the construction of a walkway bridge
to be known as the PiederManz Bridge, and has given you a copy of his notes. There
are two parts to the design; a bridge support which has a parabolic shape, and a linear
walkway intersecting the support. He has concerns that the walkway will be unsafe.

The following artist’s rendering shows the walkway bridge over a small market between
a river and road.

B
A

Source: http://www.newcastle-guide.co.uk/images/stories/tyne-bridges042.JPG

Bridge Inspector Notes:

The maximum height of the bridge support is to be 55 m above the ground, and the
distance between the supports on the ground is to be about 160 m.

The equation of the support is given by h(x) = –111280(x – 80)2 + 55, where h is the
height above ground, in meters, and x is the distance, in meters, from the bottom of the
left end of the support.

The walkway intersects the bridge support at a height of 32 m above the ground (point
A at the left), and intersects it at a height of 37 m above ground at the right (point B).

I’m not sure the distance between A and B is short enough! I’m also not sure how steep
this walkway is, and I’m fearful that some elderly folks may slip and fall in the winter.

You know that the length of the walkway between the supports needs to be less than
100 m, and that the grade of the walkway needs to be less than 5%. Based on your
colleague’s notes, comment on the safety of the bridge design.
Bridge Design for the Masses (continued)

Scenario A: Show your work here.

y = – (x – r)(x – s)
Bridge Design for the Masses (continued)

source: http://t3.gstatic.com/images?q=tbn:ANd9GcQ0OBEsEh86rnP4b2ojvnzEHPVz7hQegYTNA-
tN3A4HpGt7ug77Lg

Discuss your model’s feasibility and your suggestions here:

A
Bridge Design for the Masses (continued)

Scenario B: Show your work here.

y = a(x2 – 25x – 12)

Comment on the impact of a.

State the equation you found:

Bridge Design for the Masses (continued)

Scenario C: Show your work here.

h(x) = –111280(x – 80)2 + 55

Comment on your colleague’s design.

Bridge Design for the Masses (continued)

Glossary

factored form – A quadratic function written in the form y = – (x – r)(x – s), where a, r,
and s are real numbers and a ≠ 0

parabola – A U-shaped curve obtained by graphing a quadratic function

standard form – A quadratic function written in the form y = ax2 + bx + c, where a, b,

and c are real numbers and a ≠ 0

vertex form – A quadratic function written in the form y = a (x – p)2 + q, where a, p,

and q are real numbers and a ≠ 0

vertex of a parabola – The point of intersection of a parabola and its axis of

symmetry

quadratic formula – The formula for determining the roots of a quadratic equation
from its coefficients

Assessment
Bridge Design for the Masses Rubric

Component Description of Requirements Assessment

- Scenario A IN 1 2 3 4
- Appropriate factored form of equation
- Identifies axis of symmetry, vertex, domain and
range
Mathematical - Identifies a valid second equation with verification
Content - Scenario B IN 1 2 3 4
- Correct x-intercepts found in prescribed manner
- Appropriate equation (a-value) stated
- Scenario C IN 1 2 3 4
- Determines proper length and grade of walkway
Presentation - Report is easy to read IN 1 2 3 4
of Data - Math work is complete and easy to follow
- Graph is complete and accurate (scale, labels,
neatly drawn)
Explanations - Comment/recommendations on the feasibility of IN 1 2 3 4
of Choices the model of the equation in Scenario A.
- Conclusions about x-intercepts and impact of a in
Scenario B are appropriate.
- Conclusions about walkway are appropriate in
Scenario C
Bridge Design for the Masses (continued)

Level Excellent Proficient Adequate Limited Insufficient

Criteria 4 3 2 1 Blank
Math All required All required Some Most No score is
Content elements are elements are required required awarded as
Scenario present and present but elements are elements are there is no
A correct may contain missing, or missing or evidence
minor errors contain incorrect given
major errors
Math All required All required Some Most No score is
Content elements are elements are required required awarded as
Scenario present and present but elements are elements are there is no
B correct may contain missing, or missing or evidence
minor errors contain incorrect given
major errors
Math All required All required Some Most No score is
Content elements are elements are required required awarded as
Scenario present and present but elements are elements are there is no
C correct may contain missing, or missing or evidence
minor errors contain incorrect given
major errors
Presents Presentation Presentation Presentation Presentation Presentation
Data of data is of data is of data is of data is of data is
clear, complete simplistic vague and incomprehe
precise and and and inaccurate nsible
accurate unambiguo plausible
us
Explains Provides Provides Provides Provides No
Choices insightful logical explanations explanations explanation
explanations explanations that are that are is provided
complete incomplete
but vague or
confusing.

When work is judged to be limited or insufficient, the teacher makes decisions

about appropriate intervention to help the student improve.

Implementation note:
Teachers need to consider what performances and products will reveal evidence of understa
What other evidence will be collected to reflect
the desired results?

Mathematics 20-2 Inductive and Deductive Reasoning Page 16 of 96

 Bridge Design for the Masses

Notes and Cautions

The thought in designing this transfer task was that students would complete two of
the three scenarios.

In Scenario A students may need some direction to adjust the (vertical) scale of the
graph to accommodate the height of the vertex.

In Scenario B encourage students to use logic and verification, and to round their a-
values to the nearest hundredth.

In Scenario C this section can be assigned as is, or can be adjusted. One suggestion
is to add a recommendation to the colleague (so that the grade problem is fixed).
If a student attempts to find the x-value of the walkway algebraically, they may need
some guidance as each y-value produces an extraneous root.
First Possible Solution to Bridge Design for the Masses

Scenario A

Mathematics 20-2 Quadratic Functions and Equations Page 18 of 96

Mathematics 20-2 Quadratic Functions and Equations Page 19 of 96
Scenario B

Mathematics 20-2 Quadratic Functions and Equations Page 20 of 96

Scenario C

Mathematics 20-2 Quadratic Functions and Equations Page 21 of 96

Mathematics 20-2 Quadratic Functions and Equations Page 22 of 96
Second Possible Solution to Bridge Design for the Masses

Scenario A

Mathematics 20-2 Quadratic Functions and Equations Page 23 of 96

Mathematics 20-2 Quadratic Functions and Equations Page 24 of 96
Scenario B

Mathematics 20-2 Quadratic Functions and Equations Page 25 of 96

Scenario C

Mathematics 20-2 Quadratic Functions and Equations Page 26 of 96

Mathematics 20-2 Quadratic Functions and Equations Page 27 of 96
 Public Awareness Campaign - Student Assessment Task

Situation
There has been an anti quadratics movement afoot in the school system
organized by a strongly opinionated parent group. The parent group wants to
remove quadratic equations and functions from the Alberta Mathematics
Curriculum for the following reasons:
 There are limited applications of quadratic functions.
 Quadratic equations are too difficult to solve.
 The information gathered from a quadratic function is not relevant to the real
world.
 People function in the real world without graphs of quadratics.

Goal
Create a public awareness campaign to stress the importance of quadratics in
mathematics and real world applications.

Mathematics 20-2 Quadratic Functions and Equations Page 28 of 96

Public Awareness Campaign (continued)

Role:
You are to choose one of the following methods to support your public relations
campaign.

Oral Projects Products Multimedia

Newscast - Presentation Making A Brochure PowerPoint Presentation
and Planning
Making A Poster
Puppet Show Video Presentation
Newspaper (ad, article or
Story Telling editorial)

Video - Talk Show

Audience
You are to present to the mock parent group and convince them that quadratic functions
and equations are a valuable asset to the Alberta Mathematics Curriculum.

Product
Your product should include:

Four examples of parabolas in the real world. Include visuals.

For one of your examples:

 Identify the vertex and its significance.

 Identify the y-intercept and its significance.
 Identify the number of x-intercepts and their significance.
 Determine the domain and range within the context of your example.

Two quadratic equations in standard form:

 Calculate the x-intercepts using a minimum of two methods. Clearly show

(or explain) all steps.

Generate graphs of two quadratic functions, one in standard form and one in vertex form,
using two of the following methods.

 table of values
 graphing calculator
 plot x-intercepts, y-intercept and vertex
 Public Awareness Campaign Rubric

Excellent Proficient Adequate Limited* Insufficient/

Level
4 3 2 1 Blank*
Criteria
Performs Performs precise and Performs focused and Performs Performs No score is
Calculations explicit calculations. accurate calculations. appropriate and superficial awarded
States two Correctly identified Correctly identified two generally accurate and irrelevant because there
quadratic four intercepts or three intercepts calculations. calculations. is no evidence
equations in  Correctly  Some of student
standard form: identified one correct performance
Calculates the intercept algebra but
x-intercepts
no
using a
minimum of correctly
two methods. identified
Clearly intercepts
explains all
steps.
Indentifies Identifies the vertex Was able to correctly  Missed two  Missed No data is
and explains and its significance identify three of the important key three presented
significance including identifying key points points important
of key points
as a maximum or key points
of quadratics.
minimum
Identifies the y-
intercept and its
significance
Identifies the number
of x-intercepts and
their significance
Determines the
domain and range
within the context of
the example

Communicate Develops a Develops a Develops a Develops an No findings

s findings, compelling and convincing and predictable unclear are
include precise presentation logical presentation presentation that presentation communicated
visuals and that fully considers that mostly considers partially considers with little
graphs the purpose and the purpose and the purpose and consideration
audience; uses audience; uses audience; uses of purpose and
appropriate appropriate some appropriate audience;
mathematical mathematical mathematical uses
vocabulary, notation vocabulary, notation vocabulary, inappropriate
and symbolism and symbolism notation and mathematical
symbolism vocabulary,
notation and
symbolism
Real life or Includes four real life Includes three real life Includes real life Includes real No real life
real work applications clearly applications clearly applications not life examples are
application linked to the real linked to the real clearly linked to the applications included
are included world. world or four real world with limited
applications not applications to
clearly linked to the the real world
real world

Mathematics 20-2 Quadratic Functions and Equations Page 30 of 96

Possible Solutions to Public Awareness Campaign

Screenshot of Brochure Exemplar

SmartBoard Exemplar (MS Word)

SmartBoard Exemplar (PDF)
 files were added to the EPSB Understanding by Design share site

Screenshot of SmartBoard Exemplar

Public Awareness Campaign Exemplar (Notebook)

 file was added to the EPSB Understanding by Design share site

Mathematics 20-2 Quadratic Functions and Equations Page 31 of 96

Screenshot of Video Exemplar (Presentation of SmartBoard file)

Video Exemplar
(small file): http://dl.dropbox.com/u/6062352/Quadratics Transfer Task Exemplar. Smaller.mp4
(large file): http://dl.dropbox.com/u/6062352/Quadratics Transfer Task Exemplar.m4v

Public Awareness Video Script

 file was added to the EPSB Understanding by Design share site

Mathematics 20-2 Quadratic Functions and Equations Page 32 of 96

 STAGE 3 Learning Plans

Lesson 1

Characteristics: Graphically

STAGE 1
BIG IDEA: Important real world phenomena can be modeled by quadratic equations and functions. Understanding the
properties of quadratic functions and equations enhances comprehension of these phenomena. There is an intricate
connection among algebraic functions, the real world and graphs.

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Students will understand …  What property of a quadratic function makes it

symmetrical? Why does it rise and fall or fall and rise?
 A quadratic function has a parabolic shape.  What factors affect the path of a projectile?
 Quadratic functions and equations can model real  Do we invent math to describe our world or does math
world phenomena. describe what is inherently there?
 The key features of a quadratic function, expressed in
a variety of ways, have contextual significance.
 There are relationships among the roots of an
equation, the zeros of the corresponding function and
the x-intercepts of the graph of the function.

KNOWLEDGE: SKILLS:

Students will know … Students will be able to …

 the general shape of a parabola  determine the vertex:

 the vertex, intercepts, domain & range and axis of o from a graph
symmetry o from an equation in standard form
 the maximum and minimum values o using technology
 how to sketch/plot graphs  determine intercepts:
 how to identify the vertex of a quadratic from the o from a graph.
standard form or graph o from an equation in standard form
 identify the opening direction o using technology
 when to find the x-intercept or vertex  determine the domain & range from a graph
 x-intercepts are zeros and roots  sketch the graph of a quadratic function with or
 the difference between functions and equations without technology

Implementation note:

Each lesson is a conceptual unit and is not intended to be taught on a one lesson per block basis

Mathematics 20-2 Quadratic Functions and Equations Page 33 of 96

 Lesson Summary

 Introduce quadratic functions.

 Given a graph of a quadratic function, find the y-intercept, vertex, x-intercepts, domain
and range.
 Given a quadratic function, make a table of values and graph. Look at symmetry of a
parabola and introduce axis of symmetry.
 Given a quadratic function, use a calculator to determine the vertex, x-intercepts, y-
intercept, axis of symmetry, and domain and range.

Lesson Plan

Hook

Show the waterslide video. Explain this is a real life example of a nonlinear relationship. This
unit is focusing on a nonlinear function called a quadratic.

Waterslide video

Source: http://www.youtube.com/watch?v=Fyo-nhoNW54

Mathematics 20-2 Quadratic Functions and Equations Page 34 of 96

Lesson Goal
Students will be able to identify the vertex, axis of symmetry, intercepts, domain and range of a
quadratic function given a graph or a function (standard and vertex form).

Activate Prior Knowledge

Display a graph of a quadratic function that opens down (no scale on grid) and ask students to
come up with a scenario that could be represented by the graph. Introduce the term parabola
and emphasize that this shape is parabolic.

Lesson

Part 1

Give a picture of Angry Bird.

Source: http://media.photobucket.com/image/angry%20birds%20projectile/leonography/News/angrybirdT02.jpg

What do you want to know about this bird? Potential questions:

 How high did the bird go?
 How high was it when it was launched?
 Where will it land? How long was it in the air?

Mathematics 20-2 Quadratic Functions and Equations Page 35 of 96

Give a picture of Angry Bird with a grid superimposed on it and a graph of the path (integral
key points). Can we answer these questions using this graph?

or

Source: John Scammell’s iPad

What are the key points on this curve?

Introduce the term vertex and discuss vertex, domain, range and intercepts.

Mathematics 20-2 Quadratic Functions and Equations Page 36 of 96

Part 2

Show second video clip with different contexts for parabolas.

source: http://qwickstep.com/search/skateboarding-half-pipe.html

Show the picture and discuss the structure of the half pipe and/or the path of the skateboarder
from one side to the other.
The function that approaches this situation is h = 4(t – 1.5)2 + 3 and is shown in the graph
below.

1. What do h and t represent in the function?

2. How does that relate to the graph?
3. How high is he in the picture?
4. What’s the lowest height on the graph?
5. How long does it take him to reach the other side?
6. What are the domain and range for this function?

DI Suggestion
Discuss why there are no x-intercepts for
this situation.
Discuss why we have to say that a half-
pipe approaches a quadratic function.

Mathematics 20-2 Quadratic Functions and Equations Page 37 of 96

Give students a function in standard form.
Example: y = – 2(x – 5)2 + 50

Provide x-values for the table of values that will provide students with symmetry cues. Have
students determine the y-values, then sketch the graph using the table of values.

Talk about the symmetry shown in the table of values. What are the key points for this curve?
Introduce the axis of symmetry.

Give students a graph (on labelled grid) that opens up with no x-intercepts. Ask them to
determine the key points (x-intercepts, y-intercept, vertex). We’ve looked at a graph with 2 x-
intercepts and one with no x-intercepts, are there any other possibilities?
Draw a sketch.
DI Suggestion
Consider a discussion about graphs and
the quadrants containing data points.
Part 3

Show a video clip of a soccer goal. A shortened version of this video was added to the same
folder as this file.
Before showing the function consider
discussing the characteristics of the graph
of the function.

If the ball is kicked at (0, 0) and lands at

(4, 0) answer the following
 What is the axis of symmetry?
 Where is the vertex?
 Is the y-coordinate of the vertex a
maximum or minimum?
(RF 1.3)

L1 Soccer Goal
 file was added to the EPSB Understanding by Design share site
 original source: http://www.youtube.com/watch?v=X72R9yu_4hU&feature=fvw

The path of the ball is represented by the function y = –2x2 + 8x, where y represents the height
of the ball off the ground in metres, and x represents time in seconds. Instruct how to find the
key points using the calculator. Look at questions like how high is the ball at 1.6 s and/or at
what time does the ball reach a height of 5.5 m? Discuss applicable domain and range.
DI Suggestion
Consider making a mini book with
calculator functions.

Mathematics 20-2 Quadratic Functions and Equations Page 38 of 96

 Going Beyond

Resources

Math 20-2 (Nelson: sec 6.1, 6.2, 6.4, 6.5 page(s) 322-336, 354-382)

Watch a video of different parabolic scenarios.

Source: http://www.learnalberta.ca/content/mejhm/html/video_interactives/polynomials/movie.html

Supporting

Assessment

Mathematics 20-2 Quadratic Functions and Equations Page 39 of 96

 Glossary

axis of symmetry - A line that separates a figure into two equal parts

domain - All possible independent values for a relation

maximum value - The greatest value of a dependent variable of a relation

minimum value - The least value of a dependent variable of a relation

parabola – A U-shaped curve obtained by graphing a quadratic function

quadratic equation – An equation of the form ax2 + b x + c = 0, where a, b, and c are real
numbers and a ≠ 0

quadratic function – A function that may be written in the form y = ax2 + b x + c, where a, b,
and c are real numbers and a ≠ 0

quadratic relation – A relation that can be written in the standard form ax2 + b x + c = 0,
where a, b, and c are real numbers and a ≠ 0 [Math 20-2 (Nelson, page 517)]

range - All possible dependent values for a relation

root – A solution of an equation

vertex of a parabola – The point of intersection of a parabola and its axis of symmetry

x-intercept - The horizontal value of the point where the curve intersects the horizontal axis

y-intercept - The vertical value of the point where the curve intersects the vertical axis.

zero – The value of the independent variable of a function for which the function equals zero

Other

Mathematics 20-2 Quadratic Functions and Equations Page 40 of 96

 Lesson 2

Characteristics: Algebraically

STAGE 1
BIG IDEA: Important real world phenomena can be modeled by quadratic equations and functions.
Understanding the properties of quadratic functions and equations enhances comprehension of these
phenomena. There is an intricate connection among algebraic functions, the real world and graphs.

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Students will understand …

 What property of a quadratic function makes it
 A quadratic function has a parabolic shape. symmetrical? Why does it rise and fall or fall
 Quadratic functions and equations can model and rise?
real world phenomena.  What factors affect the path of a projectile?
 The key features of a quadratic function,  What causes natural phenomena to be
expressed in a variety of ways, have contextual quadratic?
significance.  Do we invent math to describe our world or
 There are relationships among the roots of an does math describe what is inherently there?
equation, the zeros of the corresponding
function and the x-intercepts of the graph of the
function.

KNOWLEDGE: SKILLS:

Students will know … Students will be able to …

 the general shape of a parabola  determine the vertex:

 the vertex, intercepts, domain & range and o from a graph
axis of symmetry o from an equation in standard form
 the maximum and minimum values o using technology
 how to sketch/plot graphs  determine intercepts:
 how to identify the vertex of a quadratic from o from a graph.
the standard form or graph o from an equation in standard form
 identify the opening direction o using technology
 when to find the x-intercept or vertex  determine the domain & range from a graph
 x-intercepts are zeros and roots  sketch the graph of a quadratic function with
 when to solve an equation or without technology
 determine the equation of the axis of
symmetry.
 solve a quadratic equation by factoring and/or
the quadratic formula
 write the function in factored form given the
zeros of a quadratic
 determine the number of x-intercepts of a
quadratic function
 solve contextual problems

Mathematics 20-2 Quadratic Functions and Equations Page 41 of 96

 Lesson Summary

 In this lesson students will explore the effects of the parameters of quadratic functions in
vertex form, standard form and factored form.

Lesson Plan

Lesson Goal
 Students will see how the different forms of equations relate to the characteristics of
quadratic functions.
 Students will discover the effects each parameter (for each form) has on the graph.

Activate Prior Knowledge

What do you see activity

 Using the image of a quadratic function below, ask the students “What do you see?”
 A Think-Pair-Share is a possible way to promote student discussion about the graph.
Student discussion will hopefully lead to a discussion about the characteristics of a
quadratic function (vertex, intercepts, axis of symmetry, domain and range.)

Mathematics 20-2 Quadratic Functions and Equations Page 42 of 96

Lesson

Students will investigate the properties for vertex, standard, and factored form of the quadratic
function

Goal is to see that:

 Vertex form is useful for determining the vertex, direction of opening, and shape of the
graph.
 Standard form is useful for determining the y-intercept, direction of opening, and shape
of the graph.
 Factored form is useful for determining the x-intercepts, direction of opening, and shape
of the graph.
At the end of the each section you may use an applet to visually reinforce the students
learning.

1. Vertex Form: y = a(x – p) 2 + q

source: http://members.shaw.ca/jreed/math20-2/ubd/quadratic.htm

L2 Investigate Vertex Form and Key

 copy was added to Appendix
 file was added to the EPSB Understanding by Design share site

2. Jig saw vertex, standard, and factored forms activity:

Students will practice graphing quadratic functions from the different forms.
The goal of the Jig Saw Activity is for students:

Mathematics 20-2 Quadratic Functions and Equations Page 43 of 96

  to see that the different forms of a quadratic function can all result in the same
graph
 to understand the advantages and disadvantages of each form

L2 Jig Saw Equation Forms and Key

 copy was added to Appendix
 file was added to the EPSB Understanding by Design share site

3. Jig saw applications activity:

Students will practice solving different types of application questions involving
quadratics.

L2 Jig Saw Applications and Key

 copy was added to Appendix
 file was were added to the EPSB Understanding by Design share site

Instructions
Arrange students in groups of 4.
Each student will receive a different question (Circle, Triangle, Square, Star) and
individually work on their problem.
Similar shapes will meet, compare their work, and become experts on their problem.
Bring students back to their original groups and each student will present their problem
and solution to the entire group.

4. Graphs, equations, and characteristics matching activity

Students complete the activity to show their understanding of the characteristics of
quadratic functions and the different forms of the equations of quadratic functions

L2 Matching Activity with Key

 copy was added to Appendix
 file was added to the EPSB Understanding by Design share site

5. Finding equations of quadratic functions

Now that students are familiar with the different forms of quadratic functions they can
practice finding the equations.
Consider using the examples from the first lesson to practice finding equations.

Going Beyond

Resources

Math 20-2 (Nelson: sec 6.1 – 6.5, page(s) 322-382)

Mathematics 20-2 Quadratic Functions and Equations Page 44 of 96

 Supporting

Assessment

Glossary

axis of symmetry - A line that separates a figure into two equal parts

domain - All possible independent values for a relation

factored form – A quadratic function written in the form y = a(x – r) (x – s), where a, r, and s
are real numbers and a ≠ 0

maximum value - The greatest value of a dependent variable of a relation

minimum value - The least value of a dependent variable of a relation

parabola – A U-shaped curve obtained by graphing a quadratic function

quadratic formula – The formula for determining the roots of a quadratic equation from its
coefficients

range - All possible dependent values for a relation

standard form – A quadratic function written in the form y = ax2 + bx + c, where a, b, and c are
real numbers and a ≠ 0

vertex form – A quadratic function written in the form y = a (x - p)2 + q, where a, p, and q are
real numbers and a ≠ 0

vertex of a parabola – The point of intersection of a parabola and its axis of symmetry

x-intercept - The horizontal value of the point where the curve intersects the horizontal axis

y-intercept - The vertical value of the point where the curve intersects the vertical axis.

zero – The value of the independent variable of a function for which the function equals zero

Other

Mathematics 20-2 Quadratic Functions and Equations Page 45 of 96

 Lesson 3

Lesson 3: Solve by Factoring (Solve Equations)

STAGE 1
BIG IDEA: Important real world phenomena can be modeled by quadratic equations and functions.
Understanding the properties of quadratic functions and equations enhances comprehension of these
phenomena. There is an intricate connection among algebraic functions, the real world and graphs.

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Students will understand …

 What property of a quadratic function makes it
 A quadratic function has a parabolic shape. symmetrical? Why does it rise and fall or fall
 Quadratic equations can be solved in a and rise?
variety of ways.  To what extent can a quadratic function
 Quadratic functions and equations can model describe increasing profit in business?
real world phenomena.  What factors affect the path of a projectile?
 The key features of a quadratic function,  What causes natural phenomena to be
expressed in a variety of ways, have quadratic?
contextual significance.  Do we invent math to describe our world or
 There are relationships among the roots of an does math describe what is inherently there?
equation, the zeros of the corresponding
function and the x-intercepts of the graph of
the function.

KNOWLEDGE: SKILLS:

Students will know … Students will be able to …

 axis of symmetry  determine the vertex:

 how to sketch/plot graphs o from a graph
 identify the opening direction o from an equation in standard form
 when to find the x-intercept or vertex o using technology
 x-intercepts are zeros and roots  determine intercepts:
 what solve means o from a graph.
 the quadratic formula o from an equation in standard form
 when to solve an equation o using technology
 sketch the graph of a quadratic function with
or without technology
 solve a quadratic equation by factoring and/or
the quadratic formula
 write the function in factored form given the
zeros of a quadratic
 determine the number of x-intercepts of a
quadratic function
 solve contextual problems

Mathematics 20-2 Quadratic Functions and Equations Page 46 of 96

 Lesson Summary

 Zeros are the x-intercepts of the graph of the corresponding quadratic function and the
roots of the corresponding quadratic equation.
 Methods for finding the roots of (solving) a quadratic equation include:
 graphing
 factoring
 quadratic formula
 rectangles and algebra tiles
 Checking/verifying the root(s) require(s) substitution or the zero feature on the graphing
calculator.

Lesson Plan

Hook

(x - 3)(x - 5) = 0
What do we call this form of a quadratic equation?

Lesson Goal

Students should be able to determine, by factoring, the roots of a quadratic equation and verify
by substitution.

Activate Prior Knowledge

Review rectangles and algebra tiles. The following applet shows 3 polynomials with a leading
coefficient of 1. Two buttons give opportunity to explore factoring with and without tiles for
leading coefficients of 1 (Natural/Integers). The last button provides opportunity to explore
expressions where the leading coefficient is not 1.

source: http://staff.argyll.epsb.ca/jreed/math9/strand2/factor1.htm

It would be useful for students to be able to switch between polynomial, rectangular

representation, grid and factors. An assignment with 4 columns with one example in each
column should help students show multiple representations of the same expression.
Mathematics 20-2 Quadratic Functions and Equations Page 47 of 96
L3 Rectangles and Algebra Tiles Completion Assignment
 copy was added to Appendix
 file was added to the EPSB Understanding by Design share site

Factoring review examples:

Factoring Trinomials

Example: 6x2 + 14x - 12

GCF First!
2
2(3x + 7x – 6)

Factor Pictorially Factor Symbolically

Difference of Squares

Example: 27x2 - 75

GCF First!
2
2(9x – 25)

Factor Pictorially Factor Symbolically

L3 Factoring Review Examples

 copy was added to Appendix
 file was added to the EPSB Understanding by Design share site

Mathematics 20-2 Quadratic Functions and Equations Page 48 of 96

Lesson

Discuss with students the

 possible values for a & b in ab = 0
 solutions for 2b = 0 and a(5) = 0
 solutions for 2(x + 3) = 0 and (x + 7)(5) = 0
 solutions for (x - 3)(x - 5) = 0
 solutions for x(x - 5) = 0

Emphasize that roots and solutions are equivalent terms.

Students should enter the function y = (x - 3)(x - 5) into their graphing calculators and
determine the zeros. Remind students that zeros of a function are the x-intercepts of the graph
of the function.

To help students link the terms solutions, roots, zeros and x-intercepts have them look up the
textbook (alternatively, display on screen) definition for zeros: “In a function, the value of the
variable that makes the value of the function equal to zero.” (Nelson)
 Ask “How do y = (x - 3)(x - 5) and (x - 3)(x - 5) = 0 relate to each other?” Differentiate
between the ordered pairs of zeros and x-intercepts with the x-values of the solutions and
roots.
 Explain that solving means making y = 0 or making the function equal to zero
 Emphasize that in order to solve an equation, it must be equal to 0.

Quadratic Formula
It may useful for students to see factoring visually and algebraically. The following applet
shows the same quadratic solved by quadratic formula, graphing and factoring.

source: http://staff.argyll.epsb.ca/jreed/math9/strand2/factor2.htm

L3 Solving Using the Quadratic Formula

 copy was added to Appendix
 file was added to the EPSB Understanding by Design share site

Mathematics 20-2 Quadratic Functions and Equations Page 49 of 96

Show students how to solve these examples: x2 - 2x - 120 = 0 and -3.4x2 + 10.2x + 61.2.
Discuss how students can check their answers (graphing calculator, verifying algebraically
by substitution, …).

Split the students into groups of 4 to solve a package of equations.

L3 Solving Equations Questions and Key

 copy was added to Appendix
 file was added to the EPSB Understanding by Design share site

Going Beyond

The text resource has a number of contextual problems.

Resources

Math 20-2 (Nelson: sec 6.3, page(s) 405-413)

Math 20-2 (Nelson: sec 7.2, page(s) 337-349)

Supporting

Assessment

Glossary

axis of symmetry - A line that separates a figure into two equal parts

domain - All possible independent values for a relation

factored form – A quadratic function written in the form y = a(x - r)(x - s), where a, r, and s are
real numbers and a ≠ 0

maximum value - The greatest value of a dependent variable of a relation

minimum value - The least value of a dependent variable of a relation

parabola – A U-shaped curve obtained by graphing a quadratic function

Mathematics 20-2 Quadratic Functions and Equations Page 50 of 96

quadratic equation – An equation of the form ax2 + b x + c = 0, where a, b, and c are real
numbers and a ≠ 0

quadratic formula – The formula for determining the roots of a quadratic equation from its
coefficients

range - All possible dependent values for a relation

root – A solution of an equation

standard form – A quadratic function written in the form y = ax2 + bx + c, where a, b, and c are
real numbers and a ≠ 0

vertex form – A quadratic function written in the form y = a (x - p)2 + q, where a, p, and q are
real numbers and a ≠ 0

vertex of a parabola – The point of intersection of a parabola and its axis of symmetry

x-intercept - The horizontal value of the point where the curve intersects the horizontal axis

y-intercept - The vertical value of the point where the curve intersects the vertical axis.

zero – The value of the independent variable of a function for which the function equals zero

Other

Mathematics 20-2 Quadratic Functions and Equations Page 51 of 96

Appendix

Copies of worksheets for Lessons 2 – 3 follow:

Lesson 2 Investigate Vertex Form and Key

Lesson 2 Jig Saw Applications and Key
Lesson 2 Jig Saw Equation Forms and Key
Lesson 2 Matching Activity with Key

Lesson 3 Rectangles and Algebra Tiles Completion Assignment

Lesson 3 Factoring Review Examples
Lesson 3 Solving Using the Quadratic Formula
Lesson 3 Solving Equations Questions and Key

Mathematics 20-2 Quadratic Functions and Equations Page 52 of 96

M20-2 Lesson 2 Investigate Vertex Form
2
Investigate y=( x−h)
2 2
For the following equations y=x 2 y=(x−2) y=(x +1) ,
1. Complete the table of values.
2. Plot the points on the grid using different colors for each equation.
3. For each equation, complete the chart below the grid.
2 2 2
y=x y=(x−2) y=(x +1)
x y x y x y
-2 0 -3
-1 1 -2
0 2 -1
1 3 0
2 4 1

2 2 2
y=x y=( x−2) y=( x +1)
Vertex
Maximum or
minimum value
y-intercept
x-intercept(s)
Equation of the Axis
of Symmetry
Domain
Range

2
In General: The graph of y=( x−h ) is the graph of is moved along the x-axis…
Left h units if: _____________. Right h units if: ___________.
2
Investigate y=x +k
For the following equations y=x 2 2
y=x +3
2
y=x −2 ,
1. Complete the table of values.
2. Plot the points on the grid using different colors for each equation.
Mathematics 20-2 Quadratic Functions and Equations Page 53 of 96
3. For each equation, complete the chart below the grid.
2 2 2
y=x y=x +3 y=x −2
x y x y x y
-2 0 -3
-1 1 -2
0 2 -1
1 3 0
2 4 1

2 2 2
y=x y=x +3 y=x −2
Vertex
Maximum or
minimum value
y-intercept
x-intercept(s)
Equation of the Axis
of Symmetry
Domain
Range

2
In General: The graph of y=x +3 is the graph of is moved along the y-axis…
Up k units if: _____________. Down k units if: ___________.
2
Investigate y=ax
2
1
For the following equations y=x 2 y=− x
2 2
y=2 x y= x ,
2
1. Complete the table of values.
2. Plot the points on the grid using different colors for each equation.
3. For each equation, complete the chart below the grid.
2 2 2 2
y=x y=− x y=2 x 1
y= x
2
x y x y x y x y

Mathematics 20-2 Quadratic Functions and Equations Page 54 of 96

 -2 -2 -2 -2
-1 -1 -1 -1
0 0 0 0
1 1 1 1
2 2 2 2

2 2 2 2
y=x y=− x y=2 x 1
y= x
2
Vertex
Maximum or
minimum value
y-intercept
x-intercept(s)
Equation of the
Axis of Symmetry
Domain
Range
In General: The graph of is the graph of is stretched.
In General: If (negative), then the graph opens down.
If a> 0(positive), then the graph opens up.
A ball is thrown into the air from the balcony of an apartment building and falls to the ground.
The height y (in meters) of the ball relative to the ground x seconds after being thrown is
shown by the following quadratic function:

Mathematics 20-2 Quadratic Functions and Equations Page 55 of 96

1. What is the approximate maximum height of the ball?

2. What is the y-intercept?

3. What is the height of the balcony? How does this height compare to the y-intercept?

4. How long does it take for the ball to hit the ground?

5. What is the x-intercept? How does this compare to the length of time it takes for the ball to
hit the ground?

6. What is height of the ball after 5 seconds? It is going up or down?

7. The point at which the ball changes direction is called __________________?

Mathematics 20-2 Quadratic Functions and Equations Page 56 of 96

M20-2 Lesson 2 Investigate Vertex Form Key

Investigate y=( x−h)2

2 2
For the following equations y=x 2 y=(x−2) y=(x +1) ,
4. Complete the table of values.
5. Plot the points on the grid using different colors for each equation.
6. For each equation, complete the chart below the grid.
2 2 2
y=x y=(x−2) y=(x +1)
x y x y x y
-2 0 -3 4
-1 1 -2 1
0 2 -1 0
1 3 0 1
2 4 1 4

2 2 2
y=x y=( x−2) y=( x +1)
Vertex (0, 0) (0, 2) (0, -1)
Maximum or min = 0 min = 0 min = 0
minimum value
y-intercept 0 4 1
x-intercept(s) 0 0 0
Equation of the x=0 x=2 x = -1
Axis of Symmetry
Domain x∈R x∈R x∈R
Range y≥0 y≥0 y≥0

2
In General: The graph of y=( x−h ) is the graph of is moved along the x-axis…
Left h units if: _____ h ¿ 0________. Right h units if: ______ h ¿ 0_____.
Investigate y=x 2 +k
For the following equations y=x 2 2
y=x +3
2
y=x −2 ,
4. Complete the table of values.
5. Plot the points on the grid using different colors for each equation.
Mathematics 20-2 Quadratic Functions and Equations Page 57 of 96
6. For each equation, complete the chart below the grid.
2 2 2
y=x y=x +3 y=x −2
x y x y x y
-2 0 -3 5
-1 1 -2 0
0 2 -1 -1
1 3 0 -2
2 4 1 -1

2 2 2
y=x y=x +3 y=x −2
Vertex (0, 0) (0, 2) (0, -1)
Maximum or min = 0 min = 3 min = -2
minimum value
y-intercept 0 3 -2
x-intercept(s) 0 0 0
Equation of the x=0 x=0 x=0
Axis of Symmetry
Domain x∈R x∈R x∈R
Range y≥0 y≥3 y ≥ -2

2
In General: The graph of y=x +3 is the graph of is moved along the y-axis…
Up k units if: ______ h ¿ 0_______. Down k units if: ____ h ¿ 0_______.

Mathematics 20-2 Quadratic Functions and Equations Page 58 of 96

Investigate y=ax 2
2
1
For the following equations y=x 2 y=− x
2 2
y=2 x y= x ,
2
4. Complete the table of values.
5. Plot the points on the grid using different colors for each equation.
6. For each equation, complete the chart below the grid.
2 2 2 2
y=x y=− x y=2 x 1
y= x
2
x y x y x y x y
-2 -2 -2 -2 2
-1 -1 -1 -1 0.5
0 0 0 0 0
1 1 1 1 0.5
2 2 2 2 2

2 2 2 2
y=x y=− x y=2 x 1
y= x
2
Vertex (0, 0) (0, 0) (0, 0) (0, 0)
Maximum or min = 0 min = 0 min = 0 min = 0
minimum value
y-intercept 0 0 0 0
x-intercept(s) 0 0 0 0
Equation of the x=0 x=0 x=0 x=0
Axis of
Symmetry
Domain x∈R x∈R x∈R x∈R
Range y≥0 y≤0 y≥0 y≥0
In General: The graph of is the graph of is stretched.
In General: If (negative), then the graph opens down.
If a> 0(positive), then the graph opens up.

Mathematics 20-2 Quadratic Functions and Equations Page 59 of 96

A ball is thrown into the air from the balcony of an apartment building and falls to the ground.
The height y (in meters) of the ball relative to the ground x seconds after being thrown is
shown by the following quadratic function:

8. What is the approximate maximum height of the ball? 155 m

9. What is the y-intercept? y = 100

10. What is the height of the balcony? 100 m How does this height compare to the y-intercept?
The height of the balcony is the y-intercept.

11. How long does it take for the ball to hit the ground? 20 s

12. What is the x-intercept? 20 How does this compare to the length of time it takes for the ball
to hit the ground? The time it takes the ball to hit the ground is the x-intercept.

13. What is height of the ball after 5 seconds? 150 s It is going up or down? up

14. The point at which the ball changes direction is called ______the vertex____________?

Mathematics 20-2 Quadratic Functions and Equations Page 60 of 96

M20-2 Lesson 2 Jig Saw Applications

Jig-Saw Problem - Circles

The equation shows the height of a kicked soccer ball, h(d) meters as a function of the
horizontal distance, d meters, until it first hits the ground.

a) Graph the function. Include your window choices. Label the axes with height and distance.

b) What is the maximum height of the ball? Label this point on the graph.

c) What is the horizontal distance of the ball from the kicker when it reaches its maximum
height? What characteristic of a parabola does this number represent?

d) How far does the ball travel horizontally from when it is kicked until it hits the ground? Label
this point on the graph. What is this point called?

e) What is the height of the ball when it is 10 m horizontally from the kicker? Label this point
on the graph. How did you find this point?

f) Would an opposing player positioned under the path of the ball 34 m from the kicker be able
to head the ball? Label this point on the graph. Explain how you determined this.

g) State the domain and range for the path of the soccer ball.

Mathematics 20-2 Quadratic Functions and Equations Page 61 of 96

 Jig-Saw Problem - Triangles

The sum of two numbers is 60. Their product is a maximum. Determine the numbers.

Mathematics 20-2 Quadratic Functions and Equations Page 62 of 96

 Jig-Saw Problem - Squares

A rectangular lot is bordered on one side by a stream and on the other three sides by
600 m of fencing. The area of the lot is a maximum. Determine the area.

Mathematics 20-2 Quadratic Functions and Equations Page 63 of 96

 Jig-Saw Problem - Stars

A student who wishes to use a computer lab at a local library must buy a membership.
The library charges $20 for membership. Four hundred students purchase the
membership. The library estimates that for every $4 increase in the membership fee, 40
fewer students will become members. What membership fee will provide the maximum
revenue for the library?

Mathematics 20-2 Quadratic Functions and Equations Page 64 of 96

M20-2 Lesson 2 Jig Saw Applications Key

Mathematics 20-2 Quadratic Functions and Equations Page 65 of 96

Mathematics 20-2 Quadratic Functions and Equations Page 66 of 96
Mathematics 20-2 Quadratic Functions and Equations Page 67 of 96
Mathematics 20-2 Quadratic Functions and Equations Page 68 of 96
Mathematics 20-2 Quadratic Functions and Equations Page 69 of 96
M20-2 Lesson 2 Jig Saw Equation Forms

Jig-Saw Problem - Circles

Sketch a graph of the following quadratic function and complete the table provided.

2
y=x +2 x−8

2
y=x +2 x−8
Vertex
Maximum or minimum
value
y-intercept
x-intercept(s)
Equation of the Axis of
Symmetry
Domain
Range

Mathematics 20-2 Quadratic Functions and Equations Page 70 of 96

 Jig-Saw Problem - Triangles

Sketch a graph of the following quadratic function and complete the table provided.

2
y=( x +1) −9

2
y=(x +1) −9
Vertex
Maximum or minimum
value
y-intercept
x-intercept(s)
Equation of the Axis of
Symmetry
Domain
Range

Mathematics 20-2 Quadratic Functions and Equations Page 71 of 96

 Jig-Saw Problem - Squares

Sketch a graph of the following quadratic function and complete the table provided.

y= ( x + 4 ) (x −2)

y= ( x + 4 ) (x −2)
Vertex
Maximum or minimum
value
y-intercept
x-intercept(s)
Equation of the Axis of
Symmetry
Domain
Range

Mathematics 20-2 Quadratic Functions and Equations Page 72 of 96

 Jig-Saw Problem - Stars

Sketch a graph of the following quadratic function and complete the table provided.

x y
-5 7
-4 0
-1 -9
0 -8
2 0
3 7

Vertex
Maximum or minimum
value
y-intercept
x-intercept(s)
Equation of the Axis of
Symmetry
Domain
Range

Mathematics 20-2 Quadratic Functions and Equations Page 73 of 96

M20-2 Lesson 2 Jig Saw Equation Forms Key

Jig-Saw Problem - Circles

Sketch a graph of the following quadratic function and complete the table provided.

2
y=x +2 x−8

y = x^2+2x-8 y



x

         











2
y=x +2 x−8
Vertex (-1, -9)
Maximum or minimum
Minimum y = -9
value
y-intercept y = -8
x-intercept(s) x = -4, 2
Equation of the Axis of
x = -1
Symmetry
Domain x∈ R
Range y ≥−9

Mathematics 20-2 Quadratic Functions and Equations Page 74 of 96

 Jig-Saw Problem - Triangles

Sketch a graph of the following quadratic function and complete the table provided.

2
y=( x +1) −9

y = x^2+2x-8 y



x

         











2
y=(x +1) −9
Vertex (-1, -9)
Maximum or minimum
Minimum y = -9
value
y-intercept y = -8
x-intercept(s) x = -4, 2
Equation of the Axis of
x = -1
Symmetry
Domain x∈ R
Range y ≥−9

Mathematics 20-2 Quadratic Functions and Equations Page 75 of 96

 Jig-Saw Problem - Squares

Sketch a graph of the following quadratic function and complete the table provided.

y= ( x + 4 ) (x −2)
y = x^2+2x-8 y



x

         











y= ( x + 4 ) (x −2)
Vertex (-1, -9)
Maximum or minimum
Minimum y = -9
value
y-intercept y = -8
x-intercept(s) x = -4, 2
Equation of the Axis of
x = -1
Symmetry
Domain x∈ R
Range y ≥−9

Mathematics 20-2 Quadratic Functions and Equations Page 76 of 96

 Jig-Saw Problem - Stars

Sketch a graph of the following quadratic function and complete the table provided.

y = x^2+2x-8 y


x y 
-5 7 x

-4 0          
-1 -9

0 -8
2 0 
3 7






Vertex (-1, -9)

Maximum or minimum
Minimum y = -9
value
y-intercept y = -8
x-intercept(s) x = -4, 2
Equation of the Axis of
x = -1
Symmetry
Domain x∈ R
Range y ≥−9

Mathematics 20-2 Quadratic Functions and Equations Page 77 of 96

M20-2 Lesson 2 Matching Activity

Matching 1

Vertex (2, 1) Minimum Value at -2

Range y ≥−1

Mathematics 20-2 Quadratic Functions and Equations Page 78 of 96

 Domain x ∈ R Equation for axis of
Range y ≥3 symmetry is
x=−5

Opens down Range y ≤−5

Vertex (-3, -2)

Mathematics 20-2 Quadratic Functions and Equations Page 79 of 96

Matching 2

2 2
y= ( x +3 ) y=x +3

2 2
y=−2 x y=2 x

2 2
y=( x−2) + 1 y=( x +2) −1

Mathematics 20-2 Quadratic Functions and Equations Page 80 of 96

 2 2
y=( x−5) +3 y=−( x +3) −2

2
y=− x −5

x-intercepts are
(-1, 0) & (-3, 0)
Vertex (-2, -1)

x-intercepts are y-intercept is 1

(-1, 0) & (-3, 0)
Vertex (-2, -1)

Mathematics 20-2 Quadratic Functions and Equations Page 81 of 96

M20-2 Lesson 2 Matching Activity Key

This activity is designed to reaffirm students’ knowledge of intercepts, vertex,

maximums/minimums, domain, and range. Students work in small groups and match a
quadratic function to a corresponding graph or vocabulary word(s). Teachers will need to
photocopy Matching 1 and Matching 2 (in different colors) and cut each square out. Each
group will receive 24 squares and match them accordingly.

Key
2 2
y= ( x +3 ) y=x +3

2 2
y=−2 x y=2 x

2 2
y=(x−2) + 1 y=(x +2) −1
↓ ↓
Vertex (2, 1) Minimum Value at -2
Range y ≥−1
2 2
y=−( x +3) −2 y=− x −5
↓ ↓
Opens down Range y ≤−5
Vertex (-3, -2)
2 2
y=(x−5) +3 y=(x +5) +3
↓ ↓
Domain x ∈ R Equation for axis of symmetry is
Range y ≥3 x=−5

x-intercepts are (-1, 0) & (-3, 0) y-intercept is 1

Vertex (-2, -1)

Mathematics 20-2 Quadratic Functions and Equations Page 82 of 96

M20-2 Lesson 3 Rectangles and Algebra Tiles Completion Assignment

Rectangles and Algebra Tiles

Sketch of
Polynomial Grid Factors
Rectangle

2x2+3x+1

3x +2
x 3x2 2x
+3 9x 6

(x+3)(x+5)

2x +3
x 2x2 3x
+3 6x 9

Mathematics 20-2 Quadratic Functions and Equations Page 83 of 96

 3x2+13x+4

(6x+3)(x+2)

5x2+8x+3

8x2+18x+9

Mathematics 20-2 Quadratic Functions and Equations Page 84 of 96

M20-2 Lesson 3 Factoring Review Examples

Factoring Trinomials

Example: 6x2 + 14x - 12

GCF First!
2(3x2 + 7x – 6)

Factor Pictorially Factor Symbolically

Mathematics 20-2 Quadratic Functions and Equations Page 85 of 96

 Difference of Squares

Example: 27x2 - 75

GCF First!
2
2(9x – 25)

Factor Pictorially Factor Symbolically

Mathematics 20-2 Quadratic Functions and Equations Page 86 of 96

M20-2 Lesson 3 Factoring Review Examples Sample Solutions

Mathematics 20-2 Quadratic Functions and Equations Page 87 of 96

Mathematics 20-2 Quadratic Functions and Equations Page 88 of 96
M20-2 Lesson 3 Solving Using the Quadratic Formula

In General: The roots (solutions) of the quadratic equation can be found

using the Quadratic Formula:

Problem 1: Solve the quadratic equation using the quadratic formula.

Problem 2: Solve the quadratic equation using the quadratic formula.

Problem 3: Solve the quadratic equation using the quadratic formula.

Problem 4: Solve the quadratic equation using the quadratic formula.

Mathematics 20-2 Quadratic Functions and Equations Page 89 of 96

Recall: An entire radical is changed into a mixed radical by factoring the largest perfect
square out of the radicand.

Problem 5: Simplify the following by changing the entire radicals into mixed radicals.

a) b) c) d)

Problem 6: Solve the quadratic equation using the quadratic formula.

Problem 7: Determine the solutions using the Quadratic Formula.

a) b)

Mathematics 20-2 Quadratic Functions and Equations Page 90 of 96

Problem 8: The height of the Peace Tower in Ottawa is 90 m. If an object is thrown downward
at 5 m/s from this height, the time, t seconds, the object takes to reach the ground
can be found by solving the equation . Determine the time, to
the nearest tenth of a second, for the object to hit the ground?

Problem 9: Solve: .

Mathematics 20-2 Quadratic Functions and Equations Page 91 of 96

M20-2 Lesson 3 Solving Using the Quadratic Formula Key

In General: The roots (solutions) of the quadratic equation can be found

using the Quadratic Formula:

Problem 1: Solve the quadratic equation using the quadratic formula.

a = 1, b = 5, c = -14

x = -7, 2

Check

0=0 0=0

Problem 2: Solve the quadratic equation using the quadratic formula.

a = 1, b = -2, c = -15

x = -3, 5

Check

0=0 0=0

Problem 3: Solve the quadratic equation using the quadratic formula.

a = 2, b = 5, c = -12

x = -4, 3/2

Check

0=0 0=0

Mathematics 20-2 Quadratic Functions and Equations Page 92 of 96

Problem 4: Solve the quadratic equation using the quadratic formula.
a = 3, b = 5, c = -2

x = -2, 1/3

Check

0=0 0=0

Problem 5: Simplify the following by changing the entire radicals into mixed radicals.

a) b)

d)
c)

Problem 6: Solve the quadratic equation using the quadratic formula.

a = 3, b = 5, c = -11

Problem 7: Determine the solutions using the Quadratic Formula.

a)

a = 4, b = -12, c = 9

x = 3/2

Check

0=0

b)
Mathematics 20-2 Quadratic Functions and Equations Page 93 of 96
 a = 2, b = -11, c = 15

x = 5/2, 3

Check

0=0 0=0

Problem 8: The height of the Peace Tower in Ottawa is 90 m. If an object is thrown downward
at 5 m/s from this height, the time, t seconds, the object takes to reach the ground
can be found by solving the equation . Determine the time, to
the nearest tenth of a second, for the object to hit the ground?

a = -4.9, b = -5, c = 90

x ¿ -4.826 …, 3.805 …

Since x > 0, x = 3.8 (10th)

Problem 9: Solve: .

a = 15, b = -37, c = 20

x = 4/5, 5/3

Check

0=0 0=0

Mathematics 20-2 Quadratic Functions and Equations Page 94 of 96

M20-2 Lesson 3 Solving Equations Questions

Group 1 Group 6
a) x2 - 6x + 8 = 0 a) x2 - x - 6 = 0
b) 2t2 - 6t + 5 = 0 b) 4x2 + 31x - 8 = 0
c) 3x2 + 15x = 0 c) 2x2 - 22x = 0
d) x2 - 36 = 0 d) x2 - 4 = 0

Group 2 Group 7
a) x2 - x - 6 = 0 a) x2 + 12x + 32 = 0
b) 4x2 + 31x - 8 = 0 b) 2x2 - 3x - 9 = 0
c) 2x2 - 22x = 0 c) 3x2 + 27x = 0
d) x2 - 4 = 0
d) x2 - 121 = 0

Group 3 Group 8
a) t2 + 4t - 12 = 0 a) x2 + 8x - 180 = 0
b) 4t2 + 9t - 9 = 0 b) 3x2 - 5x + 2 = 0
c) 4x2 - 8x = 0 c) 8x2 - 56x = 0
d) x2 - 144 = 0 d) x2 - 100 = 0

Group 4 Group 9
a) a2 + 4a - 21 = 0 a) x2 - 3x + 2 = 0
b) 2t2 + 5t - 12 = 0 b) 3x2 - 7x + 2 = 0
c) -5x2 + 25x = 0 c) -6x2 + 12x = 0
d) x2 - 25 = 0
d) x2 - 1 = 0

Group 5
a) x2 + 2x + 1 = 0
b) 2x2 - 11x - 6 = 0
c) -7x2 - 21x = 0
d) x2 - 49 = 0

Mathematics 20-2 Quadratic Functions and Equations Page 95 of 96

M20-2 Lesson 3 Solving Equations Questions Key

Group 1 Group 6
a) 2, 4 a) 3, -5
b) 1.5, 0.5 b) -1, 2.5
c) 0, -5 c) 0, 7
d) +6, -6 d) +3, -3

Group 2 Group 7
a) 3, -2 a) -4, -8
b) - 8, 0.25 b) 3, -1.5
c) 0, 11 c) 0, -9
d) +2, -2 d) +11, -11

Group 3 Group 8
a) -6, 2 a) 10, -18
b) -3, 0.75 b) 2/3, 1
c) 0, 2 c) 0, 7
d) +12, -12 d) +10, -10

Group 4 Group 9
a) -7, 3 a) 2, 1
b) -4, 1.5 b) 1/3, 2
c) 0, 5 c) 0, 2
d) +5, -5 d) +1, -1

Group 5
a) -1
b) -0.5, 6
c) 0, -3
d) +7, -7

Mathematics 20-2 Quadratic Functions and Equations Page 96 of 96