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0% found this document useful (0 votes)
9 views11 pagesCH 5 Quadratic Functions
Jennifer Leong
Uploaded by
Jennifer LeongCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 11
Chapter 5
Quadratic Functions
Total number of lesson periods (10);.1 period (45 minutes)
Learning Outcomes
Students will learn
© quadratic functions
© quadratic inequality
Skill Development
Student will learn
graph of théquddratic functions
discriminant of quadratic functions
« solving quadratic equations and quadratic inequality
Section 5.1 Graph of the function y= 2? + be +e
Number of lesson periods (1)
Lesson Objective
* Draw graph of the function y = 2? + br +.
28 Teacher Guide Mathematics Grade 10
Introduction
This lesson may be first step to draw a quadratic function y = 2? + bg + c.
By using graph paper (grid paper) students are not difficult to plot the points
and draw the functions.
Suggestion for teaching, practicing and evaluation
First draw the functions y = x? and y = —2?. See by these graphs students
will know what a parabola open up is and what a parabola open down is. Then
only emphasizes on y = z?. On same graph paper draw the fictions such as
y= 27, y = 2? +3 and y = 2? —4. From these graphs, students will learn
vertical translations like up and down of the graphs of the functions. After
that on same graph paper draw the functions such as y=, y = («-2)?, and
y= (v+3)?+3. From these graphs students will earn horizontal translations
the graphs of the functions. See the figure below“for teaching aids. After that
try to draw the graphs of the functions as in-Example 1. Some more graphs
are on the teaching aids.
Changing y = 2? + bx +c to the form y= (w — h)? +h is a necessary part
to understand quadratic functions. Start the teaching with easily changeable
functions such as y = 2? + 20 2,2? — 20 +5,
Section 5.2 Graph of the function y = —x? + br +¢
Number of lesson period (1)
Lesson Objective
# Draw graph of the functions y = —2? + br +c.
Introduction
This lesson may be first step to draw a quadratic function y = —a? + be +c.
By using graph paper (grid paper) students are not difficult to plot the points
and draw the functions.
Suggestion for teaching, practicing and evaluation
First only emphasize on y = —2. Then continue by using same teaching
procedure as in previous section. On same graph paper draw the functions
such as y = —2?, y = —2? +3 and y = —2? — 4, From these graphs students
will learn vertical translations like up and down of the graphs of the functions.
29 Grade 10 Mathematics ‘Teacher Guide Teacher Guide Mathematics Grade 10
After that try to draw the graphs of the functions as in Example 2. Make
some teaching aids like the given as in previous section
As in previous section, changing y = —a? + br +c to the form
y = —(c —h)? +k is a necessary part to understand quadratic functions.
Start the teaching with easily changeable functions such as y = —2? + 2x + 2,
—a? — 2a +5.
Section 5.3 Graph of the function y = az?
Number of les8on period (1)
Lesson Objective
« Draw graph of the functions y = az*.
Introduction
Drawing the quadratic function y = ax? when a ¥ 0 is a necessary to know
the general quadratic functions.
Suggestion for teaching, practicing and evaluation
Draw at least two graphs for a > Ocand for a <0 as shown in the text. If
possible add some more drawing. ‘Students need to see the vertical stretches
of the graphs.
Section 5.4 Graph of the function y = ax? + be +c
Number of lesson periods (2)
Lesson Objectives
© Draw graph of the functions y = axr?+-be-+c and solve maximum minimum
problems related to quadratic functions
Introduction
This section is the main part of the chapter. Drawing general quadratic
function y = ax? + br +c and changing standard form to vertex form is
important to understand the nature of quadratic functions. Introduce also
here that solving maximum/minimum problems by using quadratic functions.
31 Grade 10 Mathematics ‘Teacher Guide
Suggestion for teaching, practicing and evaluation
May be needed some teaching aids like in section 5.1.
Section 5.5 Discriminant of a Quadratic Function
Number of lesson period (1)
Lesson Objectives
Find the discriminant of y = ax? + br + c and find relation between
discriminant and graph of y = ax? + br +c.
Introduction
Discriminant 6? — 4ac can be calculated for any quadratic functions. When
6? — 4ac > 0 the graph passes through the z-axis at-two points. When
0? — ac < 0 the graph does not pass through the asaxis. When 6? — 4ac = 0
the graph meets the z-axis at exactly one point.
Suggestion for teaching, practicing and evaluation
Vertex form y = a(x + $)* — "34%¢ can be used to tell when the values of the
quadratic function are positive, zero or negative.
Section 5.6 Quadratic Formula of ax? +br+c=0
Number of lesson period (1)
Lesson Objectives
* Find quadratic formula and use it to solve the quadratic equation
aan? + ba +650:
Introduction
be VES
Quadratic formula x = —0% V0? = ac ,
a is calculated.
Suggestion for teaching, practicing and evaluation
Formula derivation of quadratic equation az? + br + ¢ = 0 needs to explain.
32 Teacher Guide Mathematics Grade 10
Section 5.7 Miscellaneous Exercises
Number of lesson period (1)
Lesson Objectives
‘ Solve miscellaneous exercises.
Introduction
Problem solving by using quadratic equations is introduced in this section.
Suggestion for teaching, practicing and evaluation
There are many problems for this section. Courage studénts to find some
exercises and solve by themselves.
Section 5.8 Quadratic Inequality
Number of lesson periods (2)
Lesson Objective
© Solve the quadratic inequalities.
Introduction
Every quadratic inequality can\be solved. This section explains a method for
solving the quadratic inequality.
Suggestion for teaching, practicing and evaluation
Six cases of quadratic functions have to teach. After that there is no difficulty
for solving quadratic inequality. Grade 10 Mathematics ‘Teacher Guide
SUMMARY
Standard Form: A function y = az” + br + where a # 0 is a quadratic
function in the standard form.
czy
Vertex Form: y = (e—h/?+k
y = wtbrte
2
= (ch)? +k where ho +B and k= bm4e
Sr
Vertex Form: y = —(¢—h)? +k
y = -et+bete
Pr4e
= -(e-hyP +k where h= 2 and k= -
34 Teacher Guide Grade 10
Vertex Form: y= a(r—h)? +k
y = avtbrte
= a(e—h)}*+k whereh= Grade 10 ‘Mathematics ‘Teacher Guide
COT
pe ee
tHe HH
AEE
i
ry
Be
vertex: (h,k) =
b
# axis of symmetry: «= — >
© y-intercept: (0,¢)
© domain = the set R-of’all real numbers
ange = {-{U 72K} when a > 0:4 is minimum
= Vly 0 the graph passes through the z-axis at two points.
When b? —dac < 0 the graph does not pass through the z-axis.
When 0? — dac = 0 the graph meets the a-axis at exactly one point.
Factor Form: If b? — 4ac > 0, the quadratic function y = az + br +e can
be written as in factor form y = ale — p)(# — 9)
b+ VFS Tne
Quadratic Formula: ae he
© If ?—4ac > 0, then the quadratic equatiomaz? + bx +c = 0 has two
js —b + Ve = Tac -b- VF =dac
real solutions as = —"*F—— "SE ani = —— SAE,
© if 6?—4ac = 0, then the: auadtatic equation has only one real solution
(repeated solution) as ¢ =
# if 6? — 4ac < 0, then the quadratic equation has no real solution.
Quadratic Inequality: y =a? hr +c
Case 1. |b? — dac <0
a>0 a<0
solution set solution set
B y0 @
Case 2. [5 =
a>0 a<0
solution set solution set,
y<0 o
y=0| {-x}
y>o0] R\{-2
37 Grade 10 ‘Mathematics
Case 3. |b? — dac > 0
If ? — 4ac > 0, then
‘Teacher Guide
y=ar? +be+c= a(x —p)(x-9),
qieep aut ¢ oe olmeepey == e = 40¢ oF the function. Let us
assume that p 0 a=<0
solution set sohition set
y<0| {ajpq}
y=0 {p,q} y=0 {p.a}
y>0|{2lxg} |y>o {alp
