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Lesson 15 - Algebra of Quadratics - The Quadratic Formula

This document provides an overview of lessons on solving quadratic equations using the quadratic formula. It includes examples of using the quadratic formula to determine roots, the discriminant to classify roots, writing quadratic equations in different forms, and determining properties like the axis of symmetry. The homework assigned is problems from the textbook on related skills like applying the quadratic formula, using the discriminant, and writing equations to match given properties.

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sriramaniyer
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© Attribution Non-Commercial (BY-NC)
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233 views

Lesson 15 - Algebra of Quadratics - The Quadratic Formula

This document provides an overview of lessons on solving quadratic equations using the quadratic formula. It includes examples of using the quadratic formula to determine roots, the discriminant to classify roots, writing quadratic equations in different forms, and determining properties like the axis of symmetry. The homework assigned is problems from the textbook on related skills like applying the quadratic formula, using the discriminant, and writing equations to match given properties.

Uploaded by

sriramaniyer
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Lesson 15 – Algebra of

Quadratics – The
Quadratic Formula
Math 2 Honors - Santowski

12/18/09 Math 2 Honors 1


Fast Five

 (1) If f(x) = x2 + kx + 3, determine the value(s)


of k for which the minimum value of the
function is an integer. Explain your reasoning

 (2) If y = -4x2 + kx – 1, determine the value(s)


of k for which the maximum value of the
function is an integer. Explain your reasoning

12/18/09 Math 2 Honors 2


Lesson Objectives

 Express a quadratic function in standard form


and use the quadratic formula to find its zeros

 Determine the number of real solutions for a


quadratic equation by using the discriminant

 Find and classify all roots of a quadratic


equation

12/18/09 Math 2 Honors 3


(A) Solving Equations using
C/S
 Given the equation f(x) = ax2 + bx + c,
determine the zeroes of f(x)

 i.e. Solve 0 = ax2 + bx + c by completing the


square

12/18/09 Math 2 Honors 4


(A) Solving Equations using
C/S
 If you solve 0 = ax2 + bx + c by completing the square,
your solution should look familiar:

 − b ± b − 4ac
2
x=
2a
 Which we know as the quadratic formula

 Now, PROVE that the equation of the axis of


symmetry is x = -b/2a

12/18/09 Math 2 Honors 5


(B) Examples
 Solve 12x2 + 5x – 2 = 0 using the Q/F. Then rewrite the equation in
factored form and in vertex form

 Determine the roots of f(x) = 2x2 + x – 7 using the Q/F. Then rewrite
the equation in factored form and in vertex form

 Given the quadratic function f(x) = x2 – 10x – 3, determine the


distance between the roots and the axis of symmetry. What do you
notice?

 Determine the distance between the roots and the axis of symmetry
of f(x) = 2x2 – 5x +1

12/18/09 Math 2 Honors 6


(B) Examples

12/18/09 Math 2 Honors 7


(B) Examples

 Solve the system

 y = x 2 − 5x + 3

 y = 2x − 4

12/18/09 Math 2 Honors 8


(B) Examples
 Solve the equation and graphically verify the 2
solutions
1 1
+ =1
x + 3 x +1

 Find the roots of 9(x – 3)2 – 16(x + 1)2 = 0

 Solve 6(x – 1)2 – 5(x – 1)(x + 2) – 6(x + 2)2 = 0

12/18/09 Math 2 Honors 9


(B) Examples

12/18/09 Math 2 Honors 10


(C) The Discriminant
 Within the Q/F, the expression b2 – 4ac is referred to as the
discriminant

 We can use the discriminant to classify the “nature of the roots”


 a quadratic function will have either 2 distinct, real roots, one
real root, or no real roots  this can be determined by finding the
value of the discriminant

 The discriminant will have one of 3 values:


 b2 – 4ac > 0  which means 
 b2 – 4ac = 0  which means 
 b2 – 4ac < 0  which means 

12/18/09 Math 2 Honors 11


(C) The Discriminant
 Determine the value of the
discriminants in:
 (a) f(x) = x2 + 3x - 4

 (b) f(x) = x2 + 3x + 2.25

 (c) f(x) = x2 + 3x + 5

12/18/09 Math 2 Honors 12


(D) Examples
 Based on the discriminant, indicate how many and
what type of solutions there would be given the
following equations:

 (a) 3x2 + x + 10 = 0
 (b) x2 – 8x = -16
 (c) 3x2 = -7x - 2

 Verify your results using (i) an alternate algebraic


method and (ii) graphically

12/18/09 Math 2 Honors 13


(D) Examples
 Solve the system for m such that there exists only one unique solution

 y = x2 + 4x + 6

 y = mx + 5
 The line(s) y = mx + 5 are called tangent lines  WHY?
 Now, determine the average rate of change on the parabola (slope of
the line segment) between x1 = a and x2 = a + 0.001 where (a,b)
represents the intersection point of the line and the parabola
 Compare this value to m.
 What do you notice?

12/18/09 Math 2 Honors 14


(D) Examples

12/18/09 Math 2 Honors 15


(D) Examples
 Determine the value of W such that f(x) = Wx2 + 2x – 5 has one real
root. Verify your solution (i) graphically and (ii) using an alternative
algebraic method.

 Determine the value of b such that f(x) = 2x2 + bx – 8 has no


solutions. Explain the significance of your results.

 Determine the value of b such that f(x) = 2x2 + bx + 8 has no


solutions.

 Determine the value of c such that f(x) = f(x) = x2 + 4x + c has 2


distinct real roots.

 Determine the value of c such that f(x) = f(x) = x2 + 4x + c has 2


distinct real rational roots.

12/18/09 Math 2 Honors 16


(E) Examples – Equation Writing
and Forms of Quadratic
Equations
 (1) Write the equation of the parabola that has
zeroes of –3 and 2 and passes through the point
(4,5).

 (2) Write the equation of the parabola that has a


vertex at (4, −3) and passes through (2, −15).

 (3) Write the equation of the parabola that has a y –


intercept of –2 and passes through the points (1, 0)
and (−2,12).

12/18/09 Math 2 Honors 17


(F) Homework

 p. 311 # 11-21 odds, 39-47 odds, 48-58

12/18/09 Math 2 Honors 18

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