Activity 1: Multiplying and Factoring Polynomial

Expressions

Classwork
Opening Exercise
Write expressions for the areas of the two rectangles in the figures given below.
𝑧𝑧 8

2𝑧𝑧 2𝑧𝑧

Now write an expression for the area of this rectangle:

𝑧𝑧 8

2𝑧𝑧

Example 1
Jackson has given his friend a challenge:
The area of a rectangle, in square units, is represented by 3𝑎𝑎2 + 3𝑎𝑎 for some real number 𝑎𝑎. Find the length and width
of the rectangle.
How many possible answers are there for Jackson’s challenge to his friend? List the answer(s) you find.

3𝑎𝑎2 + 3𝑎𝑎 square units

Exercises 1–3
Factor each by factoring out the greatest common factor:
1. 10𝑎𝑎𝑎𝑎 + 5𝑎𝑎

2. 3𝑔𝑔3 ℎ − 9𝑔𝑔2 ℎ + 12ℎ

3. 6𝑥𝑥 2 𝑦𝑦 3 + 9𝑥𝑥𝑦𝑦 4 + 18𝑦𝑦 5

Discussion: The Language of Polynomials

PRIME NUMBER: A prime number is a positive integer greater than 1 whose only positive integer factors are 1 and itself.
COMPOSITE NUMBER: A composite number is a positive integer greater than 1 that is not a prime number.
A composite number can be written as the product of positive integers with at least one factor that is not 1 or itself.
For example, the prime number 7 has only 1 and 7 as its factors. The composite number 6 has factors of 1, 2, 3, and 6;
it could be written as the product 2 ∙ 3.
A nonzero polynomial expression with integer coefficients is said to be prime or irreducible over the integers if it satisfies
two conditions:
(1) It is not equivalent to 1 or −1, and
(2) If the polynomial is written as a product of two polynomial factors, each with integer coefficients, then one of
the two factors must be 1 or −1.
Given a polynomial in standard form with integer coefficients, let 𝑐𝑐 be the greatest common factor of all of the
coefficients. The polynomial is factored completely over the integers when it is written as a product of 𝑐𝑐 and one or
more prime polynomial factors, each with integer coefficients.
Example 2: Multiply Two Binomials
Using a Table as an Aid
You have seen the geometric area model used in previous examples to demonstrate the multiplication of polynomial
expressions for which each expression was known to represent a measurement of length.
Without a context such as length, we cannot be certain that a polynomial expression represents a positive quantity.
Therefore, an area model is not directly applicable to all polynomial multiplication problems. However, a table can be
used in a similar fashion to identify each partial product as we multiply polynomial expressions. The table serves to
remind us of the area model even though it does not represent area.
For example, fill in the table to identify the partial products of (𝑥𝑥 + 2)(𝑥𝑥 + 5). Then, write the product of
(𝑥𝑥 + 2)(𝑥𝑥 + 5) in standard form.

𝑥𝑥 + 5
𝑥𝑥
+
2

Without the Aid of a Table

Regardless of whether or not we make use of a table as an aid, the multiplying of two binomials is an application of the
distributive property. Both terms of the first binomial distribute over the second binomial. Try it with (𝑥𝑥 + 𝑦𝑦)(𝑥𝑥 − 5).
In the example below, the colored arrows match each step of the distribution with the resulting partial product.

𝑥𝑥 2
⎫
⎪
⎪
−5𝑥𝑥
Multiply: (𝑥𝑥 + 𝑦𝑦)(𝑥𝑥 − 5) 𝑥𝑥 2 − 5𝑥𝑥 + 𝑦𝑦 − 5𝑦𝑦
+𝑦𝑦 ⎬
𝑦𝑦
⎪
𝑦𝑦
⎪
−5𝑦𝑦⎭
Example 3: The Difference of Squares
Find the product of (𝑥𝑥 + 2)(𝑥𝑥 − 2). Use the distributive property to distribute the first binomial over the second.
With the Use of a Table:

𝑥𝑥 + 2
𝑥𝑥 𝑥𝑥 2 2𝑥𝑥
+ 𝑥𝑥 2 − 4
−2 −2𝑥𝑥 −4

Without the Use of a Table:

(𝑥𝑥)(𝑥𝑥) + (𝑥𝑥)(−2) + (2)(𝑥𝑥) + (2)(−2) = 𝑥𝑥 2 − 2𝑥𝑥 + 2𝑥𝑥 − 4 = 𝑥𝑥 2 − 4

Exercise 4
Factor the following examples of the difference of perfect squares.
a. 𝑡𝑡 2 − 25

b. 4𝑥𝑥 2 − 9

c. 16ℎ2 − 36𝑘𝑘 2

2
d. 4−
𝑏𝑏
 e. 𝑥𝑥 4 − 4

f. 𝑥𝑥 6 − 25

Write a General Rule for Finding the Difference of Squares

2
Write 𝑎𝑎2 − in factored form.
𝑏𝑏
Exercises 5–7
Factor each of the following differences of squares completely:
5. 9𝑦𝑦 2 − 100𝑧𝑧 2

6. 𝑎𝑎4 − 6
𝑏𝑏
7. 𝑟𝑟 4 − 16𝑠𝑠 4 (Hint: This one factors twice.)
Example 4: The Square of a Binomial
To square a binomial, such as (𝑥𝑥 + 3)2 , multiply the binomial by itself.

(𝑥𝑥 + 3)(𝑥𝑥 + 3) = (𝑥𝑥)(𝑥𝑥) + (𝑥𝑥)(3) + (3)(𝑥𝑥) + (3)(3)

= 𝑥𝑥 2 + 3𝑥𝑥 + 3𝑥𝑥 + 9
= 𝑥𝑥 2 + 6𝑥𝑥 + 9

Square the following general examples to determine the general rule for squaring a binomial:
a. (𝑎𝑎 + )2
𝑏𝑏
b. (𝑎𝑎 − )2
𝑏𝑏
Exercises 8–9
Square the binomial.
8. (𝑎𝑎 + 6)2

9. (5 − 𝑤𝑤)2
 Activity Summary
Factoring is the reverse process of multiplication. When factoring, it is always helpful to look for a GCF that can be
pulled out of the polynomial expression. For example, 3𝑎𝑎𝑎𝑎 − 6𝑎𝑎 can be factored as 3𝑎𝑎(𝑎𝑎 − 2).
Factor the difference of perfect squares 𝑎𝑎2 − 𝑎𝑎 2 :
(𝑎𝑎 − 𝑎𝑎)(𝑎𝑎 + 𝑎𝑎).
When squaring a binomial (𝑎𝑎 + ),
𝑏𝑏
(𝑎𝑎 + )2 = 𝑎𝑎2 + 2𝑎𝑎𝑎𝑎 + 2
.

𝑏𝑏
𝑏𝑏
When squaring a binomial (𝑎𝑎 − ),
𝑏𝑏
(𝑎𝑎 − )2 = 𝑎𝑎2 − 2𝑎𝑎𝑎𝑎 +
𝑏𝑏
2
.

𝑏𝑏
Problem Set

1. For each of the following, factor out the greatest common factor:
a. 6𝑦𝑦 2 + 18
b. 27𝑦𝑦 2 + 18𝑦𝑦
c. 21 − 15𝑎𝑎
𝑏𝑏
d. 14𝑐𝑐 2 + 2𝑐𝑐
e. 3𝑥𝑥 2 − 27

2. Multiply.
a. (𝑛𝑛 − 5)(𝑛𝑛 + 5)
b. (4 − 𝑦𝑦)(4 + 𝑦𝑦)
c. (𝑘𝑘 + 10)2
d. (4 + )2
𝑏𝑏
3. The measure of a side of a square is 𝑥𝑥 units. A new square is formed with each side 6 units longer than the original
square’s side. Write an expression to represent the area of the new square. (Hint: Draw the new square and count
the squares and rectangles.)
Original Square 𝑥𝑥
4. In the accompanying diagram, the width of the inner rectangle is represented by 𝑥𝑥 − 3 and the length by 𝑥𝑥 + 3. The
width of the outer rectangle is represented by 3𝑥𝑥 − 4 and the length by 3𝑥𝑥 + 4.

𝑥𝑥 + 3

𝑥𝑥 − 3 3𝑥𝑥 − 4

3𝑥𝑥 + 4

a. Write an expression to represent the area of the larger rectangle.

b. Write an expression to represent the area of the smaller rectangle.
c. Express the area of the region inside the larger rectangle but outside the smaller rectangle as a polynomial in
terms of 𝑥𝑥. (Hint: You will have to add or subtract polynomials to get your final answer.)
Activity 2: Multiplying and Factoring Polynomial
Expressions

Classwork
Example 1: Using a Table as an Aid
Use a table to assist in multiplying (𝑥𝑥 + 7)(𝑥𝑥 + 3).

𝑥𝑥 + 7

𝑥𝑥 𝑥𝑥 2 7𝑥𝑥
+
3 3𝑥𝑥 21

Exercise 1
1. Use a table to aid in finding the product of (2𝑥𝑥 + 1)(𝑥𝑥 + 4).

POLYNOMIAL EXPRESSION: A polynomial expression is either:

(1) A numerical expression or a variable symbol, or
(2) The result of placing two previously generated polynomial expressions into the blanks of the addition operator
(__+__) or the multiplication operator (__× __).
Exercises 2–6
Multiply the following binomials; note that every binomial given in the problems below is a polynomial in one variable,
𝑥𝑥, with a degree of one. Write the answers in standard form, which in this case takes the form 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏 + 𝑐𝑐, where 𝑎𝑎,

𝑏𝑏
𝑏𝑏, and 𝑐𝑐 are constants.
2. (𝑥𝑥 + 1)(𝑥𝑥 − 7)

3. (𝑥𝑥 + 9)(𝑥𝑥 + 2)

4. (𝑥𝑥 − 5)(𝑥𝑥 − 3)

15
5. �𝑥𝑥 + � (𝑥𝑥 − 1)
2

5 3
6. �𝑥𝑥 − � �𝑥𝑥 − �
4 4

Describe any patterns you noticed as you worked.

Exercises 7–10
Factor the following quadratic expressions.
7. 𝑥𝑥 2 + 8𝑥𝑥 + 7

8. 𝑚𝑚2 + 𝑚𝑚 − 90

9. 𝑘𝑘 2 − 13𝑘𝑘 + 40

10. 𝑣𝑣 2 + 99𝑣𝑣 − 100

Example 3: Quadratic Expressions
If the leading coefficient for a quadratic expression is not 1, the first step in factoring should be to see if all the terms in
the expanded form have a common factor. Then, after factoring out the greatest common factor, it may be possible to
factor again.

For example, to factor to 2𝑥𝑥 3 − 50𝑥𝑥 completely, begin by finding the GCF.
The GCF of the expression is 2𝑥𝑥: 2𝑥𝑥(𝑥𝑥 2 − 25).
Now, factor the difference of squares: 2𝑥𝑥(𝑥𝑥 − 5)(𝑥𝑥 + 5).

Another example: Follow the steps to factor −16𝑡𝑡 2 + 32𝑡𝑡 + 48 completely.

a. First, factor out the GCF. (Remember: When you factor out a negative number, all the signs on the resulting
factor change.)

b. Now look for ways to factor further. (Notice the quadratic expression factors.)
 Activity Summary
Multiplying binomials is an application of the distributive property; each term in the first binomial is distributed
over the terms of the second binomial.
The area model can be modified into a tabular form to model the multiplication of binomials (or other polynomials)
that may involve negative terms.
When factoring trinomial expressions (or other polynomial expressions), it is useful to look for a GCF as your first
step.
Do not forget to look for these special cases:
 The square of a binomial
 The product of the sum and difference of two expressions.

Problem Set

1. Factor these trinomials as the product of two binomials, and check your answer by multiplying.
a. 𝑥𝑥 2 + 3𝑥𝑥 + 2
b. 𝑥𝑥 2 − 8𝑥𝑥 + 15
c. 𝑥𝑥 2 + 8𝑥𝑥 + 15

Factor completely.
d. 4𝑚𝑚2 − 4𝑛𝑛2
e. −2𝑥𝑥 3 − 2𝑥𝑥 2 + 112𝑥𝑥
f. 𝑦𝑦 8 − 81𝑥𝑥 4

2. The square parking lot at Gene Simon’s Donut Palace is going to be enlarged so that there will be an additional 30 ft.
of parking space in the front of the lot and an additional 30 ft. of parking space on the side of the lot, as shown in
the figure below. Write an expression in terms of 𝑥𝑥 that can be used to represent the area of the new parking lot.

𝑥𝑥 30

𝑥𝑥

30

Explain how your solution is demonstrated in the area model.

Activity 3: Advanced Factoring Strategies for Quadratic
Expressions

Classwork
Opening Exercise
Carlos wants to build a sandbox for his little brother. He is deciding between a square sandbox with side lengths that can
be represented by 𝑥𝑥 + 3 units and a rectangular sandbox with a length 1 unit more than the side of the square and
width 1 unit less than the side of the square.

𝑥𝑥 + 3 (𝑥𝑥 + 3) − 1

𝑥𝑥 + 3 (𝑥𝑥 + 3) + 1

Carlos thinks the areas should be the same because one unit is just moved from one side to the other.

a. Do you agree that the two areas should be the same? Why or why not?

b. How would you write the expressions that represent the length and width of the rectangular sandbox in terms
of the side length of the square?

c. If you use the expressions for length and width represented in terms of the side length of the square, can you
then write the area of the rectangle in the same terms?
d. How can this expression be seen as the product of a sum and difference: (𝑎𝑎 + 𝑏𝑏)(𝑎𝑎 − 𝑏𝑏)?

e. Can you now rewrite the area expression for the rectangle as the difference of squares:
(𝑎𝑎 + 𝑏𝑏)(𝑎𝑎 − 𝑏𝑏) = 𝑎𝑎2 − 𝑏𝑏 2 ?

f. Look carefully at your answer to the last question. What does it tell you about the areas of the two shapes?

g. Can you verify that our algebra is correct using a diagram or visual display?
Example 1
In Activity 2, we saw that factoring is the reverse process of multiplication. We factor a polynomial by reversing the
distribution process.
Consider the following example of multiplication:
(𝑥𝑥 + 3)(𝑥𝑥 + 5)  𝑥𝑥 2 + 5𝑥𝑥 + 3𝑥𝑥 + 15  𝑥𝑥 2 + 8𝑥𝑥 + 15.

When we compare the numbers in the factored form with the numbers in the expanded form, we see that 15 is the
product of the two numbers (3 ⋅ 5), and 8 is their sum (3 + 5). The latter is even more obvious when we look at the
expanded form before the like terms are combined.

Can you explain why that relationship exists between the numbers in the factors and the numbers in the final expanded
form?

Example 2
Now compare the expansion of this binomial product to the one above:
(2𝑥𝑥 + 3)(1𝑥𝑥 + 5)  2𝑥𝑥 2 + 10𝑥𝑥 + 3𝑥𝑥 + 15  2𝑥𝑥 2 + 13𝑥𝑥 + 15.

In the expression lying between the two arrows (before the like terms are combined), we can see the coefficients of the
“split” linear terms (+10𝑥𝑥 + 3𝑥𝑥). Also notice that for this example, we have coefficients on both 𝑥𝑥-terms in the factors
and that one of the coefficients is not 1. We have 2 and 1 as the factors of the leading coefficient in the expanded form
and 3 and 5 as the factors of the constant term. Get ready for quadratic expressions in factored form where neither of
the 𝑥𝑥-term coefficients are 1.
a. How is this product different from the first example? How is it similar?

b. Why are the “split” linear terms different in the two examples?
 c. Now that we have four different numbers (coefficients) in each form of the expression, how can we use the
numbers in the expanded form of the quadratic expression on the right to find the numbers in the factors on
the left?

d. Now we need to place those numbers into the parentheses for the factors so that the product matches the
expanded form of the quadratic expression. Here is a template for finding the factors using what we call the
product-sum method:
(___𝑥𝑥 ± __)(___𝑥𝑥 ± ___) [We have four number places to fill in this factor template.]

(___𝑥𝑥 ± 3 )(___𝑥𝑥 ± 5 ) [We know that the 3 and 5 are the correct factors for 15, so we start there.]

( 2 𝑥𝑥 ± 3 )( 1 𝑥𝑥 ± 5 ) [We know that 2 and 1 are the only factors of 2, with the 2 opposite the 5 so that
the distribution process gives us 10𝑥𝑥 for one product.]

( 2𝑥𝑥 + 3 )( 𝑥𝑥 + 5 ) [Finally, we know, at least for this example, that all the numbers are positive.]

Example 3
Now try factoring a quadratic expression with some negative coefficients: 3𝑥𝑥 2 − 𝑥𝑥 − 4.
(___𝑥𝑥 ± ___)(___𝑥𝑥 ± ___) [We have four number places to fill in this factor template.]

(___𝑥𝑥 ± 1 )(___𝑥𝑥 ± 4 ) [We know that ±1 and ±4 or ±2 and ±2 are the only possible factors for the constant
term, −4, so we start there. Try 1 and 4 to start, and if that does not work, go back
and try ±2 and ±2. We know that only one of the numbers can be negative to make
the product negative.]

( 1 𝑥𝑥 ± 1 )( 3 𝑥𝑥 ± 4 ) [We know that 3 and 1 are the only factors of 3. We also know that both of these are
positive (or both negative). But we do not know which positions they should take, so
we will try both ways to see which will give a sum of −1.]

( 𝑥𝑥 + 1 )( 3𝑥𝑥 − 4 ) [Finally, we determine the two signs needed to make the final product 3𝑥𝑥 2 − 𝑥𝑥 − 4.]
Exercises
For Exercises 1–6, factor the expanded form of these quadratic expressions. Pay particular attention to the negative and
positive signs.
1. 3𝑥𝑥 2 − 2𝑥𝑥 − 8

2. 3𝑥𝑥 2 + 10𝑥𝑥 − 8

3. 3𝑥𝑥 2 + 𝑥𝑥 − 14 [Notice that there is a 1 as a coefficient in this one.]

4. 2𝑥𝑥 2 − 21𝑥𝑥 − 36 [This might be a challenge. If it takes too long, try the next one.]

5. −2𝑥𝑥 2 + 3𝑥𝑥 + 9 [This one has a negative on the leading coefficient.]

6 9
6. 𝑟𝑟 2 + 𝑟𝑟 + [We need to try one with fractions, too.]
4 16
For Exercises 7–10, use the structure of these expressions to factor completely.
7. 100𝑥𝑥 2 − 20𝑥𝑥 −63

8. 𝑦𝑦 4 + 2𝑦𝑦 2 − 3

9. 9𝑥𝑥 2 − 3𝑥𝑥 − 12

10. 16𝑎𝑎2 𝑏𝑏 4 + 20𝑎𝑎𝑏𝑏 2 − 6

 Activity Summary
QUADRATIC EXPRESSION: A polynomial expression of degree 2 is often referred to as a quadratic expression.
Some quadratic expressions are not easily factored. The following hints will make the job easier:
 In the difference of squares 𝑎𝑎2 − 𝑏𝑏 2 , either of these terms 𝑎𝑎 or 𝑏𝑏 could be a binomial itself.
 The product-sum method is useful but can be tricky when the leading coefficient is not 1.
 Trial and error is a viable strategy for finding factors.
 Check your answers by multiplying the factors to ensure you get back the original quadratic expression.

Problem Set

Factor the following quadratic expressions.

1. 𝑥𝑥 2 + 9𝑥𝑥 + 20

2. 3𝑥𝑥 2 + 27𝑥𝑥 + 60

3. 4𝑥𝑥 2 + 9𝑥𝑥 + 5

4. 3𝑥𝑥 2 − 2𝑥𝑥 − 5

5. −2𝑥𝑥 2 + 5𝑥𝑥

6. −2𝑥𝑥 2 + 5𝑥𝑥 − 2

7. 5𝑥𝑥 2 + 19𝑥𝑥 − 4

8. 4𝑥𝑥 2 − 9

9. 4𝑥𝑥 2 − 12𝑥𝑥 + 9 [This one is tricky, but look for a special pattern.]

10. 3𝑥𝑥 2 − 13𝑥𝑥 + 12

Factor each expression completely.
11. 𝑎𝑎4 − 𝑏𝑏 4

12. 16𝑎𝑎4 − 𝑏𝑏 4

13. 𝑎𝑎2 − 5𝑎𝑎 + 4

14. 𝑎𝑎4 − 5𝑎𝑎2 + 4

15. 9𝑎𝑎2 − 15𝑎𝑎 + 4

Activity 4: Advanced Factoring Strategies for
Quadratic
Expressions

Classwork
Factor the following quadratic expressions.
Opening Exercise
a. 2𝑥𝑥 2
+ 10𝑥𝑥 + 12

b. 6𝑥𝑥 2 + 5𝑥𝑥 − 6

Example: Splitting the Linear Term

How might we find the factors of 6𝑥𝑥 2 + 5𝑥𝑥 − 6?
1. Consider the product (𝑎𝑎)(𝑐𝑐): (6)(−6) = −36.
2. Discuss the possibility that 𝑎𝑎 and 𝑐𝑐 are also multiplied when the leading coefficient is 1.
3. List all possible factor pairs of (𝑎𝑎)(𝑐𝑐): (1, −36), (−1, 36), (2, −18), (−2, 18), (3, −12), (−3, 12), (4, −9), (−4, 9),
and (−6, 6).
4. Find the pair that satisfies the requirements of the product-sum method (i.e., a pair of numbers whose product
equals 𝑎𝑎 and whose sum is 𝑏𝑏): (−4) + 9 = 5.
𝑎𝑎
5. Rewrite the expression with the same first and last term but with an expanded 𝑏𝑏 term using that pair of factors as
coefficients: 6𝑥𝑥 2 − 4𝑥𝑥 + 9𝑥𝑥 − 6.
6. We now have four terms that can be entered into a tabular model or factored by grouping.
7. Factoring by grouping: Take the four terms above and pair the first two and the last two; this makes two groups.
[6𝑥𝑥 2 − 4𝑥𝑥] + [9𝑥𝑥 − 6] [Form two groups by pairing the first two and the last two.]
[2𝑥𝑥(3𝑥𝑥 − 2)] + [3(3𝑥𝑥 − 2)] [Factor out the GCF from each pair.]
The common binomial factor is now visible as a common factor of each group. Now rewrite by carefully factoring
out the common factor, 3𝑥𝑥 − 2, from each group: (3𝑥𝑥 − 2)(2𝑥𝑥 + 3).
Note that we can factor difficult quadratic expressions, such as 6𝑥𝑥 2 + 5𝑥𝑥 − 6, using a tabular model or by splitting the
linear term algebraically. Try both ways to see which one works best for you.
Exercise
Factor the following expressions using your method of choice. After factoring each expression completely, check your
answers using the distributive property. Remember to always look for a GCF prior to trying any other strategies.
1. 2𝑥𝑥 2 − 𝑥𝑥 − 10

2. 6𝑥𝑥 2 + 7𝑥𝑥 − 20

3. −4𝑥𝑥 2 + 4𝑥𝑥 − 1

3 9
4. The area of a particular triangle can be represented by 𝑥𝑥 2 + 𝑥𝑥 − . What are its base and height in terms of 𝑥𝑥?
2 2
 Activity Summary
While there are several steps involved in splitting the linear term, it is a relatively more efficient and reliable method
for factoring trinomials in comparison to simple guess-and-check.

Problem Set

1. Factor completely.
a. 9𝑥𝑥 2 − 25𝑥𝑥
b. 9𝑥𝑥 2 − 25
c. 9𝑥𝑥 2 − 30𝑥𝑥 + 25
d. 2𝑥𝑥 2 + 7𝑥𝑥 + 6
e. 6𝑥𝑥 2 + 7𝑥𝑥 + 2
f. 8𝑥𝑥 2 + 20𝑥𝑥 + 8
g. 3𝑥𝑥 2 + 10𝑥𝑥 + 7
11 5
h. 𝑥𝑥 2 + 𝑥𝑥 +
2 2
i. 6𝑥𝑥 3 − 2𝑥𝑥 2 − 4𝑥𝑥 [Hint: Look for a GCF first.]

2. The area of the rectangle below is represented by the expression 18𝑥𝑥 2 + 12𝑥𝑥 + 2 square units. Write two
expressions to represent the dimensions, if the length is known to be twice the width.

𝟏𝟏𝟏𝟏𝒙𝒙𝟐𝟐 + 𝟏𝟏 + 𝟐𝟐
𝟏𝟏𝟏𝟏
3. Two mathematicians are neighbors. Each owns a separate rectangular plot of land that shares a boundary and has
the same dimensions. They agree that each has an area of 2𝑥𝑥 2 + 3𝑥𝑥 + 1 square units. One mathematician sells his
plot to the other. The other wants to put a fence around the perimeter of his new combined plot of land. How
many linear units of fencing does he need? Write your answer as an expression in 𝑥𝑥.

Note: This question has two correct approaches and two different correct solutions. Can you find them both?
Activity 5: The Zero Product Property

Classwork
Opening Exercise
Consider the equation 𝑎𝑎 ⋅ 𝑏𝑏 ⋅ 𝑐𝑐 ⋅ 𝑑𝑑 = 0. What values of 𝑎𝑎, 𝑏𝑏, 𝑐𝑐, and 𝑑𝑑 would make the equation true?

Exercises 1–4
Find values of 𝑐𝑐 and 𝑑𝑑 that satisfy each of the following equations. (There may be more than one correct answer.)
1. 𝑐𝑐 = 0
𝑐𝑐
2. (𝑐𝑐 − 5)𝑑𝑑 = 2
3. (𝑐𝑐 − 5)𝑑𝑑 = 0

4. (𝑐𝑐 − 5)(𝑑𝑑 + 3) = 0

Example 1
For each of the related questions below, use what you know about the zero product property to find the answers.
a. The area of a rectangle can be represented by the expression 𝑥𝑥 2 + 2𝑥𝑥 − 3. If the dimensions of the rectangle
are known to be the linear factors of the expression, write each dimension of this rectangle as a binomial.
Write the area in terms of the product of the two binomials.

b. Draw and label a diagram that represents the rectangle’s area.

c. Suppose the rectangle’s area is 21 square units. Can you find the dimensions of the rectangle?

d. Rewrite the equation so that it is equal to zero and solve.

e. What are the actual dimensions of the rectangle?

f. A smaller rectangle can fit inside the first rectangle, and it has an area that can be represented by the
expression 𝑥𝑥 2 − 4𝑥𝑥 − 5. If the dimensions of the rectangle are known to be the linear factors of the
expression, what are the dimensions of the smaller rectangle in terms of 𝑥𝑥?

1
g. What value for 𝑥𝑥 would make the smaller rectangle have an area of that of the larger?
3
Exercises 5–8
Solve. Show your work.
5. 𝑥𝑥 2 − 11𝑥𝑥 + 19 = −5

6. 7𝑥𝑥 2 + 𝑥𝑥 = 0

7. 7𝑟𝑟 2 − 14𝑟𝑟 = −7

8. 2𝑑𝑑 2 + 5𝑑𝑑 − 12 = 0
 Activity Summary

Zero Product Property

If 𝒂𝒂𝒂𝒂 = 𝟎𝟎, then 𝒂𝒂 = 𝟎𝟎 or = 𝟎𝟎 or 𝒂𝒂 = = 𝟎𝟎.

𝒃𝒃
𝒃𝒃
When solving for the variable in a quadratic equation, rewrite the quadratic expression in factored form and set
equal to zero. Using the zero product property, you know that if one factor is equal to zero, then the product of all
factors is equal to zero.
Going one step further, when you have set each binomial factor equal to zero and have solved for the variable, all of
the possible solutions for the equation have been found. Given the context, some solutions may not be viable, so be
sure to determine if each possible solution is appropriate for the problem.

Problem Set

Solve the following equations.

1. (2𝑥𝑥 − 1)(𝑥𝑥 + 3) = 0

2. (𝑡𝑡 − 4)(3𝑡𝑡 + 1)(𝑡𝑡 + 2) = 0

3. 𝑥𝑥 2 − 9 = 0

4. (𝑥𝑥 2 − 9)(𝑥𝑥 2 − 100) = 0

5. 𝑥𝑥 2 − 9 = (𝑥𝑥 − 3)(𝑥𝑥 − 5)

6. 𝑥𝑥 2 + 𝑥𝑥 − 30 = 0

7. 𝑝𝑝2 − 7𝑝𝑝 = 0

8. 𝑝𝑝2 − 7𝑝𝑝 = 8

9. 3𝑥𝑥 2 + 6𝑥𝑥 + 3 = 0

10. 2𝑥𝑥 2 − 9𝑥𝑥 + 10 = 0

11. 𝑥𝑥 2 + 15𝑥𝑥 + 40 = 4

12. 7𝑥𝑥 2 + 2𝑥𝑥 = 0

13. 7𝑥𝑥 2 + 2𝑥𝑥 − 5 = 0

14. 𝑏𝑏 2 + 5𝑏𝑏 − 35 = 3𝑏𝑏

15. 6𝑟𝑟 2 − 12𝑟𝑟 = 18

16. 2𝑥𝑥 2 + 11𝑥𝑥 = 𝑥𝑥 2 − 𝑥𝑥 − 32

17. Write an equation (in factored form) that has solutions of 𝑥𝑥 = 2 or 𝑥𝑥 = 3.

18. Write an equation (in factored form) that has solutions of 𝑎𝑎 = 0 or 𝑎𝑎 = −1.

19. Quinn looks at the equation (𝑥𝑥 − 5)(𝑥𝑥 − 6) = 2 and says that since the equation is in factored form it can be solved
as follows:
(𝑥𝑥 − 5)(𝑥𝑥 − 6) = 2
𝑥𝑥 − 5 = 2 or 𝑥𝑥 − 6 = 2
𝑥𝑥 = 7 or 𝑥𝑥 = 8.

Explain to Quinn why this is incorrect. Show her the correct way to solve the equation.
Activity 6: Solving Basic One-Variable Quadratic
Equations

Classwork
Example 1
A physics teacher put a ball at the top of a ramp and let it roll down toward the
floor. The class determined that the height of the ball could be represented by
the equation ℎ = −16𝑡𝑡 2 + 4, where the height, ℎ, is measured in feet from the
ground and time, 𝑡𝑡, is measured in seconds.
a. What do you notice about the structure of the quadratic expression in
this problem?

b. In the equation, explain what the 4 represents.

c. Explain how you would use the equation to determine the time it takes the ball to reach the floor.

d. Now consider the two solutions for 𝑡𝑡. Which one is reasonable? Does the final answer make sense based on
this context? Explain.
Example 2
Lord Byron is designing a set of square garden plots so some peasant families in his kingdom can grow vegetables. The
minimum size for a plot recommended for vegetable gardening is at least 2 m on each side. Lord Byron has enough
space around the castle to make bigger plots. He decides that each side should be the minimum (2 m) plus an additional
𝑥𝑥 m.
a. What expression can represent the area of one individual garden based on the undecided additional length 𝑥𝑥?

b. There are 12 families in the kingdom who are interested in growing vegetables in the gardens. What equation
can represent the total area, 𝐴𝐴, of the 12 gardens?

c. If the total area available for the gardens is 300 sq m, what are the dimensions of each garden?

d. Find both values for 𝑥𝑥 that make the equation in part (c) true (the solution set). What value of 𝑥𝑥 does Lord
Byron need to add to the 2 m?
Exercises
Solve each equation. Some of them may have radicals in their solutions.
1. 3𝑥𝑥 2 − 9 = 0

2. (𝑥𝑥 − 3)2 = 1

3. 4(𝑥𝑥 − 3)2 = 1

4. 2(𝑥𝑥 − 3)2 = 12
5. Analyze the solutions for Exercises 2–4. Notice how the questions all had (𝑥𝑥 − 3)2 as a factor, but each solution was
different (radical, mixed number, whole number). Explain how the structure of each expression affected each
problem-solution pair.

6. Peter is a painter, and he wonders if he would have time to catch a paint bucket dropped from his ladder before it
hits the ground. He drops a bucket from the top of his 9-foot ladder. The height, ℎ, of the bucket during its fall can
be represented by the equation, ℎ = −16𝑡𝑡 2 + 9, where the height is measured in feet from the ground, and the
time since the bucket was dropped, 𝑡𝑡, is measured in seconds. After how many seconds does the bucket hit the
ground? Do you think he could catch the bucket before it hits the ground?
 Activity Summary
By looking at the structure of a quadratic equation (missing linear terms, perfect squares, factored expressions), you
can find clues for the best method to solve it. Some strategies include setting the equation equal to zero, factoring
out the GCF or common factors, and using the zero product property.
Be aware of the domain and range for a function presented in context, and consider whether answers make sense in
that context.

Problem Set

1. Factor completely: 15𝑥𝑥 2 − 40𝑥𝑥 − 15.

Solve each equation.

2. 4𝑥𝑥 2 = 9

3. 3𝑦𝑦 2 − 8 = 13

4. (𝑑𝑑 + 4)2 = 5

5. 4(𝑔𝑔 − 1)2 + 6 = 13

6. 12 = −2(5 − 𝑘𝑘)2 + 20

7. Mischief is a toy poodle that competes with her trainer in the agility course. Within the course, Mischief must leap
through a hoop. Mischief’s jump can be modeled by the equation ℎ = −16𝑡𝑡 2 + 12𝑡𝑡, where ℎ is the height of the
leap in feet and 𝑡𝑡 is the time since the leap, in seconds. At what values of 𝑡𝑡 does Mischief start and end the jump?
Activity 7: Creating and Solving Quadratic Equations in One
Variable

Classwork
Opening Exercise
The length of a rectangle is 5 in. more than twice a number. The width is 4 in. less than the same number. The
perimeter of the rectangle is 44 in. Sketch a diagram of this situation, and find the unknown number.

Example 1
The length of a rectangle is 5 in. more than twice a number. The width is 4 in. less than the same number. If the area of
the rectangle is 15 in2 , find the unknown number.
Example 2
4
A picture has a height that is its width. It is to be enlarged so that the ratio of height to width remains the same, but
3
the area is 192 in2 . What are the dimensions of the enlargement?

Exercises
Solve the following problems. Be sure to indicate if a solution is to be rejected based on the contextual situation.
1. The length of a rectangle is 4 cm more than 3 times its width. If the area of the rectangle is 15 cm2 , find the width.

2. The ratio of length to width in a rectangle is 2 ∶ 3. Find the length of the rectangle when the area is 150 in2 .
3. One base of a trapezoid is 4 in. more than twice the length of the second base. The height of the trapezoid is 2 in.
less than the second base. If the area of the trapezoid is 4 in2 , find the dimensions of the trapezoid.
1
(Note: The area of a trapezoid is 𝐴𝐴 = (𝑏𝑏1 + 𝑏𝑏2 )ℎ.)
2

4. A garden measuring 12 m by 16 m is to have a pedestrian pathway that is 𝑤𝑤 meters wide installed all the way
around it, increasing the total area to 285 m2 . What is the width, 𝑤𝑤, of the pathway?

5. Karen wants to plant a garden and surround it with decorative stones. She has enough stones to enclose a
rectangular garden with a perimeter of 68 ft., and she wants the garden to cover 240 ft 2 . What is the length and
width of her garden?
6. Find two consecutive odd integers whose product is 99. (Note: There are two different pairs of consecutive odd
integers and only an algebraic solution will be accepted.)

7. Challenge: You have a 500-foot roll of chain link fencing and a large field. You want to fence in a rectangular
playground area. What are the dimensions of the largest such playground area you can enclose? What is the area
of the playground?
 Activity Summary
When provided with a verbal description of a problem, represent the scenario algebraically. Start by identifying the
unknown quantities in the problem and assigning variables. For example, write expressions that represent the
length and width of an object.
Solve the equation using techniques previously learned, such as factoring and using the zero product property. The
final answer should be clearly stated and should be reasonable in terms of the context of the problem.

Problem Set

Solve the following problems.

1. The length of a rectangle is 2 cm less than its width. If the area of the rectangle is 35 cm2 , find the width.

2. The ratio of length to width (measured in inches) in a rectangle is 4 ∶ 7. Find the length of the rectangle if the area is
known to be 700 in2 .

3. One base of a trapezoid is three times the length of the second base. The height of the trapezoid is 2 in. smaller
than the second base. If the area of the trapezoid is 30 in2 , find the lengths of the bases and the height of the
trapezoid.

4. A student is painting an accent wall in his room where the length of the wall is 3 ft. more than its width. The wall
has an area of 130 ft 2 . What are the length and the width, in feet?

5. Find two consecutive even integers whose product is 80. (There are two pairs, and only an algebraic solution will be
accepted.)
Activity 8: Exploring the Symmetry in Graphs of Quadratic Functions

Classwork
Graph Vocabulary
AXIS OF SYMMETRY: Given a quadratic function in standard form, 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑥𝑥 + 𝑐𝑐, the vertical line given by the graph
𝑏𝑏
of the equation 𝑥𝑥 = − is called the axis of symmetry of the graph of the quadratic function.
2𝑎𝑎
VERTEX: The point where the graph of a quadratic function and its axis of symmetry intersect is called the vertex.
END BEHAVIOR OF A GRAPH: Given a quadratic function in the form 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑥𝑥 + 𝑐𝑐 (or 𝑓𝑓(𝑥𝑥) = 𝑎𝑎(𝑥𝑥 − ℎ)2 + 𝑘𝑘), the
quadratic function is said to open up if 𝑎𝑎 > 0 and open down if 𝑎𝑎 < 0.
 If 𝑎𝑎 > 0, then 𝑓𝑓 has a minimum at the 𝑥𝑥-coordinate of the vertex; that is, 𝑓𝑓 is decreasing for 𝑥𝑥-values less than
(or to the left of) the vertex, and 𝑓𝑓 is increasing for 𝑥𝑥-values greater than (or to the right of) the vertex.
 If 𝑎𝑎 < 0, then 𝑓𝑓 has a maximum at the 𝑥𝑥-coordinate of the vertex; that is, 𝑓𝑓 is increasing for 𝑥𝑥-values less than
(or to the left of) the vertex, and 𝑓𝑓 is decreasing for 𝑥𝑥-values greater than (or to the right of) the vertex.

End behavior: This graph of a quadratic

function opens up. As the values of 𝑥𝑥
x approach +∞ and −∞, the values of 𝑦𝑦
approach +∞.
Exploratory Challenge 1
Below are some examples of curves found in architecture around the world. Some of these might be represented by
graphs of quadratic functions. What are the key features these curves have in common with a graph of a quadratic
function?

St. Louis Arch Bellos Falls Arch Bridge

Arch of Constantine Roman Aqueduct

The photographs of architectural features above MIGHT be closely represented by graphs of quadratic functions.
Answer the following questions based on the pictures.
a. How would you describe the overall shape of a graph of a quadratic function?

b. What is similar or different about the overall shape of the above curves?

IMPORTANT: Many of the photographs in this activity cannot actually be modeled with a quadratic function but rather
are catenary curves. These are “quadratic-like” and can be used for our exploration purposes as they display many of
the same features, including the symmetry we are exploring in this Activity.
Exploratory Challenge 2
Use the graphs of quadratic functions (Graph A and Graph B) to fill in the table and answer the questions on the
following page.

𝒙𝒙 𝒇𝒇(𝒙𝒙)

−1 8

Graph A

2 −1

4 3

𝒙𝒙 𝒇𝒇(𝒙𝒙)

−3 3
Graph B −2 4

1 −5
Use your graphs and tables of values from the previous page to fill in the blanks or answer the questions for each below.

Graph A Graph B

1 𝒙𝒙-Intercepts

2 Vertex

3 Sign of the Leading Coefficient

Vertex Represents a Minimum

4
or Maximum?

Find 𝑓𝑓(−1) and 𝑓𝑓(5). Find 𝑓𝑓(−1) and 𝑓𝑓(−3).

Is 𝑓𝑓(7) greater than or less than 8? 𝑓𝑓(2) = −12. Predict the value for
5 Points of Symmetry Explain 𝑓𝑓(−6) and explain your answer.

On what intervals of the domain is On what intervals of the domain is

the function depicted by the graph the function depicted by the graph
increasing? increasing?

Increasing and Decreasing

6
Intervals On what intervals of the domain is On what intervals of the domain is
the function depicted by the graph the function depicted by the graph
decreasing? decreasing?

What is the average rate of change What is the average rate of change
for the following intervals? for the following intervals?
Average Rate of Change on an
7 [−1, 0]: [−5, −4]:
Interval
[0, 1]: [−4, −3]:
[0, 3]: [−4, −1]:
[1, 3]: [−3, −1]:
Understanding the symmetry of quadratic functions and their graphs (Look at the tables and row 5 in the chart.)
a. What patterns do you see in the tables of values you made next to Graph A and Graph B?

Finding the vertex and axis of symmetry (Look at rows 1 and 2 of the chart.)
b. How can we know the 𝑥𝑥-coordinate of the vertex by looking at the 𝑥𝑥-coordinates of the zeros (or any pair of
symmetric points)?

Understanding end behavior (Look at rows 3 and 4 of the chart.)

c. What happens to the 𝑦𝑦-values of the functions as the 𝑥𝑥-values increase to very large numbers? What about as
the 𝑥𝑥-values decrease to very small numbers (in the negative direction)?

d. How can we know whether a graph of a quadratic function opens up or down?

Identifying intervals on which the function is increasing or decreasing (Look at row 6 in the chart.)
e. Is it possible to determine the exact intervals that a quadratic function is increasing or decreasing just by
looking at a graph of the function?

Computing average rate of change on an interval (Look at row 7 in the chart.)

f. Explain why the average rate of change over the interval [1, 3] for Graph A was zero.

g. How are finding the slope of a line and finding the average rate of change on an interval of a quadratic function
similar? How are they different?

Finding a unique quadratic function:

h. Can you graph a quadratic function if you don’t know the vertex? Can you graph a quadratic function if you
only know the 𝑥𝑥-intercepts?
 i. Remember that we need to know at least two points to define a unique line. Can you identify a unique
quadratic function with just two points? Explain.

j. What is the minimum number of points needed to identify a unique quadratic function? Explain why.

Exploratory Challenge 3
Below you see only one side of the graph of a quadratic function. Complete the graph by plotting three additional points
of the quadratic function. Explain how you found these points, and then fill in the table on the right.

𝒙𝒙 𝒇𝒇(𝒙𝒙)
a. What are the coordinates of the 𝑥𝑥-intercepts?

b. What are the coordinates of the 𝑦𝑦-intercept?

c. What are the coordinates of the vertex? Is it a minimum or a maximum?

d. If we knew the equation for this curve, what would the sign of the leading coefficient be?

e. Verify that the average rate of change for the interval −3 ≤ 𝑥𝑥 ≤ −2, or [−3, −2], is 5. Show your steps.

f. Based on your answer to row 6 in the table for Exploratory Challenge 2, what interval would have an average
rate of change of −5? Explain.
 Activity Summary
Quadratic functions create a symmetrical curve with its highest (maximum) or lowest (minimum) point
corresponding to its vertex and an axis of symmetry passing through the vertex when graphed. The 𝑥𝑥-coordinate of
the vertex is the average of the 𝑥𝑥-coordinates of the zeros or any two symmetric points on the graph.

When the leading coefficient is a negative number, the graph opens down, and its end behavior is that both ends
move towards negative infinity. If the leading coefficient is positive, the graph opens up, and both ends move
towards positive infinity.

Problem Set

1. Khaya stated that every 𝑦𝑦-value of the graph of a quadratic function has two different 𝑥𝑥-values. Do you agree or
disagree with Khaya? Explain your answer.

2. Is it possible for the graphs of two different quadratic functions to each have 𝑥𝑥 = −3 as its line of symmetry and
both have a maximum at 𝑦𝑦 = 5? Explain and support your answer with a sketch of the graphs.
3. Consider the following key features discussed in this Activity for the four graphs of quadratic functions
below:
𝑥𝑥-intercepts, 𝑦𝑦-intercept, line of symmetry, vertex, and end behavior.
Graph A Graph B

Graph C Graph D

a. Which key features of a quadratic function do graphs A and B have in common? Which features are not
shared?
b. Compare graphs A and C, and explain the differences and similarities between their key features.
c. Compare graphs A and D, and explain the differences and similarities between their key features.
d. What do all four of the graphs have in common?

4. Use the symmetric properties of quadratic functions to sketch the graph of  (0, 5)
the function below, given these points and given that the vertex of the  (1, 3)
graph is the point (0, 5).

 (2, − 3)
Activity 9: Graphing Quadratic Functions from Factored
Form,
𝒇𝒇(𝒙𝒙) = 𝒂𝒂(𝒙𝒙 − 𝒎𝒎)(𝒙𝒙 − 𝒏𝒏)

Classwork
Opening Exercise
Solve the following equation.
𝑥𝑥 2 + 6𝑥𝑥 − 40 = 0

Example 1
Consider the equation 𝑦𝑦 = 𝑥𝑥 2 + 6𝑥𝑥 − 40.
a. Given this quadratic equation, can you find the point(s) where the graph crosses the 𝑥𝑥-axis?

b. In the last Activity, we learned about the symmetrical nature of the graph of a quadratic function. How can
we
use that information to find the vertex for the graph?

c. How could we find the 𝑦𝑦-intercept (where the graph crosses the 𝑦𝑦-axis and where 𝑥𝑥 = 0)?
 d. What else can we say about the graph based on our knowledge of the symmetrical nature of the graph of a
quadratic function? Can we determine the coordinates of any other points?

e. Plot the points you know for this equation on graph paper, and connect them to show the graph of the
equation.

Exercise 1
Graph the following functions, and identify key features of the graph.
a. 𝑓𝑓(𝑥𝑥) = − (𝑥𝑥 + 2)(𝑥𝑥 − 5) b. 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 2 − 5𝑥𝑥 − 24
 c. 𝑓𝑓(𝑥𝑥) = 5(𝑥𝑥 − 2)(𝑥𝑥 − 3) d. 𝑝𝑝(𝑥𝑥) = −6𝑥𝑥 2 + 42𝑥𝑥 − 60

Example 2
Consider the graph of the quadratic function shown below with 𝑥𝑥-intercepts
−4 and 2.
a. Write a formula for a possible quadratic function, in factored form,
that the graph represents using 𝑎𝑎 as a constant factor.

b. The 𝑦𝑦 −intercept of the graph is −16. Use the 𝑦𝑦-intercept to adjust your function by finding the constant
factor 𝑎𝑎.
Exercise 2
Given the 𝑥𝑥-intercepts for the graph of a quadratic function, write a possible formula for the quadratic function, in
factored form.
a. 𝑥𝑥-intercepts: 0 and 3 b. 𝑥𝑥-intercepts: −1 and 1

1
c. 𝑥𝑥-intercepts: −5 and 10 d. 𝑥𝑥-intercepts: and 4
2

Exercise 3
Consider the graph of the quadratic function shown below with 𝑥𝑥-intercept −2.
a. Write a formula for a possible quadratic function, in factored form,
that the graph represents using 𝑎𝑎 as a constant factor.

b. b. The 𝑦𝑦-intercept of the graph is 4. Use the 𝑦𝑦-intercept to adjust

your function by finding the constant factor 𝑎𝑎.
Example 3
A science class designed a ball launcher and tested it by shooting a tennis ball straight up from the top of a 15-story
building. They determined that the motion of the ball could be described by the function:
ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 144𝑡𝑡 + 160,
where 𝑡𝑡 represents the time the ball is in the air in seconds and ℎ(𝑡𝑡) represents the height, in feet, of the ball above the
ground at time 𝑡𝑡. What is the maximum height of the ball? At what time will the ball hit the ground?
a. With a graph, we can see the number of seconds it takes for the ball to reach its peak and how long it takes to
hit the ground. How can factoring the expression help us graph this function?

b. Once we have the function in its factored form, what do we need to know in order to graph it? Now graph the
function.

c. Using the graph, at what time does the ball hit the ground?

d. Over what domain is the ball rising? Over what domain is the ball falling?

e. Using the graph, what is the maximum height the ball reaches?
Exercise 4
The science class in Example 3 adjusted their ball launcher so that it could accommodate a heavier
ball. They moved the launcher to the roof of a 23-story building and launched an
8.8-pound shot put straight up into the air. (Note: Olympic and high school women use the
8.8-pound shot put in track and field competitions.) The motion is described by the function
ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 32𝑡𝑡 + 240, where ℎ(𝑡𝑡) represents the height, in feet, of the shot put above the
ground with respect to time 𝑡𝑡 in seconds. (Important: No one was harmed during this experiment!)
a. Graph the function, and identify the key features of the graph.

b. After how many seconds does the shot put hit the ground?

c. What is the maximum height of the shot put?

d. What is the value of ℎ(0), and what does it mean for this problem?
 Activity Summary
 When we have a quadratic function in factored form, we can find its 𝑥𝑥-intercepts, 𝑦𝑦-intercept, axis of
symmetry, and vertex.
 For any quadratic equation, the roots are the solution(s) where 𝑦𝑦 = 0, and these solutions correspond to
the points where the graph of the equation crosses the 𝑥𝑥-axis.
 A quadratic equation can be written in the form 𝑦𝑦 = 𝑎𝑎(𝑥𝑥 − 𝑚𝑚)(𝑥𝑥 − 𝑛𝑛), where 𝑚𝑚 and 𝑛𝑛 are the roots of
the function. Since the 𝑥𝑥-value of the vertex is the average of the 𝑥𝑥-values of the two roots, we can
substitute that value back into the equation to find the 𝑦𝑦-value of the vertex. If we set 𝑥𝑥 = 0, we can find
the 𝑦𝑦-intercept.

Problem Set

1. Graph the following on your own graph paper, and identify the key features of the graph.
a. 𝑓𝑓(𝑥𝑥) = (𝑥𝑥 − 2)(𝑥𝑥 + 7)
b. ℎ(𝑥𝑥) = −3(𝑥𝑥 − 2)(𝑥𝑥 + 2)
c. 𝑔𝑔(𝑥𝑥) = −2(𝑥𝑥 − 2)(𝑥𝑥 + 7)
d. ℎ(𝑥𝑥) = 𝑥𝑥 2 − 16
e. 𝑝𝑝(𝑥𝑥) = 𝑥𝑥 2 − 2𝑥𝑥 + 1
f. 𝑞𝑞(𝑥𝑥) = 4𝑥𝑥 2 + 20𝑥𝑥 + 24

2. A rocket is launched from a cliff. The relationship between the height of the rocket, ℎ, in feet, and the time since its
launch, 𝑡𝑡, in seconds, can be represented by the following function:
ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 80𝑡𝑡 + 384.
a. Sketch the graph of the motion of the rocket.
b. When does the rocket hit the ground?
c. When does the rocket reach its maximum height?
d. What is the maximum height the rocket reaches?
e. At what height was the rocket launched?

3. Given the 𝑥𝑥-intercepts for the graph of a quadratic function, write a possible formula for the quadratic function, in
factored form.
2
a. 𝑥𝑥-intercepts: −1 and −6 b. 𝑥𝑥-intercepts: −2 and
3
c. 𝑥𝑥-intercepts: −3 and 0 d. 𝑥𝑥-intercept: 7

4. Suppose a quadratic function is such that its graph has 𝑥𝑥-intercepts of −3 and 2 and a 𝑦𝑦-intercept of 6.
a. Write a formula for the quadratic function.
b. Sketch the graph of the function.
Activity 10: Interpreting Quadratic Functions from Graphs
and
Tables

Classwork
Example 1
In a study of the activities of dolphins, a marine biologist made a 24-second video of a dolphin swimming and jumping in
the ocean with a specially equipped camera that recorded one dolphin’s position with respect to time. This graph
represents a piecewise function, 𝑦𝑦 = 𝑓𝑓(𝑡𝑡), that is defined by quadratic functions on each interval. It relates the
dolphin’s vertical distance from the surface of the water, in feet, to the time from the start of the video, in seconds. Use
the graph to answer the questions below.

𝑦𝑦
Height of the dolphin in feet (distance from water surface)

𝑦𝑦 = 𝑓𝑓(𝑡𝑡)

𝑡𝑡

Time in seconds

a. Describe what you know for sure about the actions of the dolphin in the time interval from 0–6 sec. Can you
determine the horizontal distance the dolphin traveled in that time interval? Explain why or why not.
b. Where do you find the values for which 𝑓𝑓(𝑡𝑡) = 0? Explain what they mean in the context of this problem.

c. How long was the dolphin swimming under water in the recorded time period? Explain your answer or show
your work.

d. Estimate the maximum height, in feet, that the dolphin jumped in the recorded 24-second time period? Explain
how you determined your answer.

e. Locate the point on the graph where 𝑓𝑓(𝑡𝑡) = −50, and explain what information the coordinates of that point
give you in the context of this problem.
Example 2

The table below represents the value of Andrew’s stock portfolio, where 𝑉𝑉 represents the value of the portfolio in
hundreds of dollars and 𝑡𝑡 is the time in months since he started investing. Answer the questions that follow based on
the table of values.

𝒕𝒕 (months) 𝑽𝑽(𝒕𝒕) (hundreds of dollars)

2 325
4 385
6 405
8 385
10 325
12 225
14 85
16 −95
18 −315

a. What kind of function could model the data in this table? How can you support your conclusion?

b. Assuming this data is in fact quadratic, how much did Andrew invest in his stock initially? Explain how you
arrived at this answer.
c. What is the maximum value of his stock, and how long did it take to reach the maximum value?

d. If the pattern continues to follow the quadratic trend shown above, do you advise Andrew to sell or keep his
stock portfolio? Explain why.

e. How fast is Andrew’s stock value decreasing between [10, 12]? Find another two-month interval where the
average rate of change is faster than [10, 12] and explain why.

f. Are there other two-month intervals where the rate of change is the same as [10, 12]? Explain your answer.
 Activity Summary
When interpreting quadratic functions and their graphs, it is important to note that the graph does not necessarily
depict the path of an object. In the case of free-falling objects, for example, it is height with respect to time.
The 𝑦𝑦-intercept can represent the initial value of the function given the context, and the vertex represents the
highest (if a maximum) or the lowest (if a minimum) value.

Problem Set

Pettitte and Ryu each threw a baseball into the air.

The vertical height of Pettitte’s baseball is represented by the graph 𝑦𝑦 = 𝑃𝑃(𝑡𝑡) below. 𝑃𝑃 represents the vertical distance
of the baseball from the ground in feet, and 𝑡𝑡 represents time in seconds.

𝑦𝑦 𝑦𝑦 = 𝑃𝑃(𝑡𝑡)

𝑡𝑡

The vertical height of Ryu’s baseball is represented by the table values 𝑅𝑅(𝑡𝑡) below. 𝑅𝑅 represents the vertical distance of
the baseball from the ground in feet, and 𝑡𝑡 represents time in seconds.
𝒕𝒕 𝑹𝑹(𝒕𝒕)
0 86
0.5 98
1 102
1.5 98
2 86
2.5 66
3 38
3.52 0
Use the functions on the previous page to answer the following questions.
a. Whose baseball reached the greatest height? Explain your answer.
b. Whose ball reached the ground fastest? Explain your answer.
c. Pettitte claims that his ball reached its maximum faster than Ryu’s. Is his claim correct or incorrect? Explain
your answer.
d. Find 𝑃𝑃(0) and 𝑅𝑅(0) values and explain what they mean in the problem. What conclusion can you make based
on these values? Did Ryu and Pettitte throw their baseballs from the same height? Explain your answer.
e. Ryu claims that he can throw the ball higher than Pettitte. Is his claim correct or incorrect? Explain your
answer.
Activity 11: Completing the Square

Classwork
Opening Exercise
Rewrite the following perfect square quadratic expressions in standard form. Describe patterns in the coefficients for
the factored form, (𝑥𝑥 + 𝐴𝐴)2 , and the standard form, 𝑥𝑥 2 + 𝑏𝑏𝑥𝑥 + 𝑐𝑐.

FACTORED FORM WRITE THE FACTORS DISTRIBUTE STANDARD FORM

Example: (𝑥𝑥 + 1)2

(𝑥𝑥 + 2)2

(𝑥𝑥 + 3)2

(𝑥𝑥 + 4)2

(𝑥𝑥 + 5)2

(𝑥𝑥 + 20)2

Example
Now try working backward. Rewrite the following standard form quadratic expressions as perfect squares.

STANDARD FORM FACTORED FORM

𝑥𝑥2 + 12𝑥𝑥 + 36

𝑥𝑥2 − 12𝑥𝑥 + 36

𝑥𝑥2 + 20𝑥𝑥 + 100

9
𝑥𝑥2 − 3𝑥𝑥 +
4

𝑥𝑥2 + 100𝑥𝑥 + 2500

𝑥𝑥2 + 8𝑥𝑥 + 3
Exploratory Challenge
Find an expression equivalent to 𝑥𝑥2 + 8𝑥𝑥 + 3 that includes a perfect square binomial.

Exercises
Rewrite each expression by completing the square.
1. 𝑎𝑎2 − 4𝑎𝑎 + 15

2. 𝑛𝑛2 − 2𝑛𝑛 − 15

3. 𝑐𝑐 2 + 20𝑐𝑐 − 40

4. 𝑥𝑥 2 − 1000𝑥𝑥 + 60 000
5. 𝑦𝑦 2 − 3𝑦𝑦 + 10

6. 𝑘𝑘 2 + 7𝑘𝑘 + 6

7. 𝑧𝑧 2 − 0.2𝑧𝑧 + 1.5

8. 𝑝𝑝2 + 0.5𝑝𝑝 + 0.1

3 3
9. 𝑗𝑗 2 − 𝑗𝑗 +
4 4

10. 𝑥𝑥 2 − 𝑏𝑏 + 𝑐𝑐
𝑏𝑏
 Activity Summary
Just as factoring a quadratic expression can be useful for solving a quadratic equation, completing the square also
provides a form that facilitates solving a quadratic equation.

Problem Set
Rewrite each expression by completing the square.
1. 𝑞𝑞 2 + 12𝑞𝑞 + 32

2. 𝑚𝑚2 − 4𝑚𝑚 − 5

3. 𝑥𝑥 2 − 7𝑥𝑥 + 6.5

4. 𝑎𝑎2 + 70𝑎𝑎 + 1225

5. 𝑧𝑧 2 − 0.3𝑧𝑧 + 0.1

6. 𝑦𝑦 2 − 6𝑏𝑏 + 20
𝑏𝑏
7. Which of these expressions would be most easily rewritten by factoring? Justify your answer.
Activity 12: Completing the
Square

Classwork
Opening Exercise
Rewrite each expression by completing the square.
a. 𝑧𝑧 2 − 5𝑧𝑧 + 8

b. 𝑥𝑥 2 + 0.6𝑥𝑥 + 1

Example 1
Now complete the square for 2𝑥𝑥 2 + 16𝑥𝑥 + 3.
Example 2

Business Application Vocabulary

UNIT PRICE (PRICE PER UNIT): The price per item a business sets to sell its product, which is sometimes represented as a
linear expression.
QUANTITY: The number of items sold, sometimes represented as a linear expression.
REVENUE: The total income based on sales (but without considering the cost of doing business).
UNIT COST (COST PER UNIT) OR PRODUCTION COST: The cost of producing one item, sometimes represented as a linear
expression.
PROFIT: The amount of money a business makes on the sale of its product. Profit is determined by taking the total
revenue (the quantity sold multiplied by the price per unit) and subtracting the total cost to produce the items (the
quantity sold multiplied by the production cost per unit): Profit = Total Revenue − Total Production Costs.

The following business formulas are used in this and the remaining Activitys in the module:
Total Production Costs = (cost per unit)(quantity of items sold)
Total Revenue = (price per unit)(quantity of items sold)
Profit = Total Revenue − Total Production Costs

Now solve the following problem:

A certain business is marketing its product and has collected data on sales and prices for the past few years. The
company determined that when it raised the selling price of the product, the number of sales went down. The cost of
producing a single item is $10.
a. Using the data the company collected in this table, determine a linear expression to Selling Quantity
represent the quantity sold, 𝑞𝑞. Price (𝒔𝒔) Sold (𝒒𝒒)
10 1,000

15 900

20 800

25 700
 b. Now find an expression to represent the profit function, 𝑃𝑃.

Exercises
For Exercises 1–5, rewrite each expression by completing the square.
1. 3𝑥𝑥 2 + 12𝑥𝑥 − 8

2. 4𝑝𝑝2 − 12𝑝𝑝 + 13

1
3. 𝑦𝑦2 + 3𝑦𝑦 − 4
2
4. 1.2𝑛𝑛2 − 3𝑛𝑛 + 6.5

1
5. 𝑣𝑣2 − 4𝑣𝑣 + 10
3

𝑥𝑥
6. A fast food restaurant has determined that its price function is 3 − , where 𝑥𝑥 represents the number of
20 000
hamburgers sold.
a. The cost of producing 𝑥𝑥 hamburgers is determined by the expression 5000 + 0.56𝑥𝑥. Write an expression
representing the profit for selling 𝑥𝑥 hamburgers.

b. Complete the square for your expression in part (a) to determine the number of hamburgers that need to be
sold to maximize the profit, given this price function.
 Activity Summary

Here is an example of completing the square of a quadratic expression of the form 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑥𝑥 + 𝑐𝑐.
3𝑥𝑥 2 − 18𝑥𝑥 − 2
3(𝑥𝑥 2 − 6𝑥𝑥) − 2
3(𝑥𝑥 2 − 6𝑥𝑥 + 9) − 3(9) − 2
3(𝑥𝑥 − 3)2 − 3(9) − 2
3(𝑥𝑥 − 3)2 − 29

Problem Set

Rewrite each expression by completing the square.

1. −2𝑥𝑥 2 + 8𝑥𝑥 + 5

2. 2.5𝑘𝑘 2 − 7.5𝑘𝑘 + 1.25

4
3. 𝑏𝑏2 + 6𝑏𝑏 − 5
3

4. 1000𝑐𝑐 2 − 1250𝑐𝑐 + 695

5. 8𝑛𝑛2 + 2𝑛𝑛 + 5
Activity 13: Solving Quadratic Equations by Completing
the
Square

Classwork
Opening Exercise
a. Solve the equation for 𝑏𝑏: 2𝑏𝑏 2 − 9𝑏𝑏 = 3𝑏𝑏 2 − 4𝑏𝑏 − 14.

1
b. Rewrite the expression by completing the square: 𝑏𝑏2 − 4𝑏𝑏 + 13.
2

Example 1
Solve for 𝑥𝑥.
12 = 𝑥𝑥 2 + 6𝑥𝑥
Rational and Irrational Numbers
The sum or product of two rational numbers is always a rational number.
The sum of a rational number and an irrational number is always an irrational number.
The product of a rational number and an irrational number is an irrational number as long as the rational number is not
zero.

Example 2
Solve for 𝑥𝑥.
4𝑥𝑥 2 − 40𝑥𝑥 + 94 = 0

Exercises
Solve each equation by completing the square.
1. 𝑥𝑥 2 − 2𝑥𝑥 = 12
 1
2. 𝑟𝑟2 − 6𝑟𝑟 = 2
2

3. 2𝑝𝑝2 + 8𝑝𝑝 = 7

4. 2𝑦𝑦 2 + 3𝑦𝑦 − 5 = 4
 Activity Summary
When a quadratic equation is not conducive to factoring, we can solve by completing the square.
Completing the square can be used to find solutions that are irrational, something very difficult to do by factoring.

Problem Set

Solve each equation by completing the square.

1. 𝑝𝑝2 − 3𝑝𝑝 = 8

2. 2𝑞𝑞 2 + 8𝑞𝑞 = 3

1
3. 𝑚𝑚2 + 2𝑚𝑚 + 8 = 5
3

4. −4𝑥𝑥 2 = 24𝑥𝑥 + 11
Activity 14: Deriving the Quadratic
Formula

Classwork
Opening Exercise
a. Solve for 𝑥𝑥 by completing the square: 𝑥𝑥 2 + 2𝑥𝑥 = 8.

b. Solve for 𝑝𝑝 by completing the square: 7𝑝𝑝2 − 12𝑝𝑝 + 4 = 0.

Discussion
Solve 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏 + 𝑐𝑐 = 0.
𝑏𝑏
Exercises 1–4
Use the quadratic formula to solve each equation.
1. 𝑥𝑥 2 − 2𝑥𝑥 = 12 → 𝑎𝑎 = 1, 𝑏𝑏 = −2, 𝑐𝑐 = −12 [Watch the negatives.]

1 2 1
2. 𝑟𝑟 − 6𝑟𝑟 = 2 → 𝑎𝑎 = , 𝑏𝑏 = −6, 𝑐𝑐 = −2 [Did you remember the negative?]
2 2

3. 2𝑝𝑝2 + 8𝑝𝑝 = 7 → 𝑎𝑎 = 2, 𝑏𝑏 = 8, 𝑐𝑐 = −7

4. 2𝑦𝑦 2 + 3𝑦𝑦 − 5 = 4 → 𝑎𝑎 = 2, 𝑏𝑏 = 3, 𝑐𝑐 = −9
Exercise 5
Solve these quadratic equations, using a different method for each: solve by factoring, solve by completing the square,
and solve using the quadratic formula. Before starting, indicate which method you will use for each.

Method ______________ Method ______________ Method ______________

1
2𝑥𝑥 2 + 5𝑥𝑥 − 3 = 0 𝑥𝑥 2 + 3𝑥𝑥 − 5 = 0 𝑥𝑥2 − 𝑥𝑥 − 4 = 0
2
 Activity Summary
2
−𝑏𝑏 ± �𝑏𝑏 −4𝑎𝑎
The quadratic formula, 𝑥𝑥 = , is derived by completing the square on the general form of a quadratic

𝑎𝑎
2𝑎𝑎
equation: 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏 + 𝑐𝑐 = 0, where 𝑎𝑎 ≠ 0. The formula can be used to solve any quadratic equation, and is
𝑏𝑏
especially useful for those that are not easily solved using any other method (i.e., by factoring or completing the
square).

Problem Set

Use the quadratic formula to solve each equation.

1. Solve for 𝑧𝑧: 𝑧𝑧 2 − 3𝑧𝑧 − 8 = 0.

2. Solve for 𝑞𝑞: 2𝑞𝑞 2 − 8 = 3𝑞𝑞

1 2
3. Solve for 𝑚𝑚: 𝑚𝑚 + 2𝑚𝑚 + 8 = 5.
3
Activity 15: Using the Quadratic
Formula

Classwork
Opening Exercise
Solve the following:
a. 4𝑥𝑥 2 + 5𝑥𝑥 + 3 = 2𝑥𝑥 2 − 3𝑥𝑥

b. 𝑐𝑐 2 − 14 = 5𝑐𝑐

Exercises
Solve Exercises 1–5 using the quadratic formula.
1. 𝑥𝑥 2 − 2𝑥𝑥 + 1 = 0
2. 3𝑏𝑏 2 + 4𝑏𝑏 + 8 = 0

3. 2𝑡𝑡 2 + 7𝑡𝑡 − 4 = 0

4. 𝑞𝑞 2 − 2𝑞𝑞 − 1 = 0

5. 𝑚𝑚2 − 4 = 3
For Exercises 6–9, determine the number of real solutions for each quadratic equation without solving.
6. 𝑝𝑝2 + 7𝑝𝑝 + 33 = 8 − 3𝑝𝑝

7. 7𝑥𝑥 2 + 2𝑥𝑥 + 5 = 0

8. 2𝑦𝑦 2 + 10𝑦𝑦 = 𝑦𝑦 2 + 4𝑦𝑦 − 3

9. 4𝑧𝑧 2 + 9 = −4𝑧𝑧

10. On the line below each graph, state whether the discriminant of each quadratic equation is positive, negative, or
equal to zero. Then, identify which graph matches the discriminants below.

Graph 1 Graph 2 Graph 3 Graph 4

_____________________ ______________________ _______________________ ______________________

Discriminant A: Discriminant B: Discriminant C: Discriminant D:

(−2)2 − 4(1)(2) (−4)2 − 4(−1)(−4) (−4)2 − 4(1)(0) (−8)2 − 4(−1)(−13)

Graph: ______ Graph: ______ Graph: ______ Graph: ______

11. Consider the quadratic function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 − 2𝑥𝑥 − 4.
a. Use the quadratic formula to find the 𝑥𝑥-intercepts of the graph of the function.

b. Use the 𝑥𝑥-intercepts to write the quadratic function in factored form.

c. Show that the function from part (b) written in factored form is equivalent to the original function.

Extension: Consider the quadratic equation 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏 + 𝑐𝑐 = 0.

𝑏𝑏
a. Write the equation in factored form, 𝑎𝑎(𝑥𝑥 − 𝑚𝑚)(𝑥𝑥 − 𝑛𝑛) = 0, where 𝑚𝑚 and 𝑛𝑛 are the solutions to the equation.

b. Show that the equation from part (a) is equivalent to the original equation.
 Activity Summary

You can use the sign of the discriminant, 𝑏𝑏 2 − 4𝑎𝑎𝑐𝑐, to determine the number of real solutions to a quadratic
equation in the form 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑥𝑥 + 𝑐𝑐 = 0, where 𝑎𝑎 ≠ 0. If the equation has a positive discriminant, there are two real
solutions. A negative discriminant yields no real solutions, and a discriminant equal to zero yields only one real
solution.

Problem Set

Without solving, determine the number of real solutions for each quadratic equation.
1. 𝑏𝑏 2 − 4𝑏𝑏 + 3 = 0

2. 2𝑛𝑛2 + 7 = −4𝑛𝑛 + 5

3. 𝑥𝑥 − 3𝑥𝑥 2 = 5 + 2𝑥𝑥 − 𝑥𝑥 2

4. 4𝑞𝑞 + 7 = 𝑞𝑞 2 − 5𝑞𝑞 + 1

Based on the graph of each quadratic function, 𝑦𝑦 = 𝑓𝑓(𝑥𝑥), determine the number of real solutions for each
corresponding quadratic equation, 𝑓𝑓(𝑥𝑥) = 0.

5. 6.
7. 8.

9. Consider the quadratic function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 − 7.

a. Find the 𝑥𝑥-intercepts of the graph of the function.
b. Use the 𝑥𝑥-intercepts to write the quadratic function in factored form.
c. Show that the function from part (b) written in factored form is equivalent to the original function.

10. Consider the quadratic function 𝑓𝑓(𝑥𝑥) = −2𝑥𝑥 2 + 𝑥𝑥 + 5.

a. Find the 𝑥𝑥-intercepts of the graph of the function.
b. Use the 𝑥𝑥-intercepts to write the quadratic function in factored form.
c. Show that the function from part (b) written in factored form is equivalent to the original function.
Activity 16: Graphing Quadratic Equations from the Vertex
Form,
𝒚𝒚 = 𝒂𝒂(𝒙𝒙 − 𝒉𝒉)𝟐𝟐 + 𝒌𝒌

Classwork
Opening Exercise
Graph the equations 𝑦𝑦 = 𝑥𝑥 2 , 𝑦𝑦 = (𝑥𝑥 − 2)2 , and 𝑦𝑦 = (𝑥𝑥 + 2)2 on the interval −3 ≤ 𝑥𝑥 ≤ 3.

Exercises
1. Without graphing, state the vertex for each of the following quadratic equations.
a. 𝑦𝑦 = (𝑥𝑥 − 5)2 + 3

b. 𝑦𝑦 = 𝑥𝑥 2 − 2.5

c. 𝑦𝑦 = (𝑥𝑥 + 4)2

2. Write a quadratic equation whose graph will have the given vertex.
a. (1.9, −4)

b. (0, 100)

3
c. �−2, �
2
Exploratory Challenge
Caitlin has 60 feet of material that can be used to make a fence. Using this material, she wants to create a rectangular
pen for her dogs to play in. What dimensions will maximize the area of the pen?
a. Let 𝑤𝑤 be the width of the rectangular pen in feet. Write an expression that represents the length when the
width is 𝑤𝑤 feet.

b. Define a function that describes the area, 𝐴𝐴, in terms of the width, 𝑤𝑤.

c. Rewrite 𝐴𝐴(𝑤𝑤) in vertex form.

d. What are the coordinates of the vertex? Interpret the vertex in terms of the problem.

e. What dimensions maximize the area of the pen? Do you think this is a surprising answer?
 Activity Summary

When graphing a quadratic equation in vertex form, 𝑦𝑦 = 𝑎𝑎(𝑥𝑥 − ℎ)2 + 𝑘𝑘, (ℎ, 𝑘𝑘) are the coordinates of the vertex.

Problem Set

1. Find the vertex of the graphs of the following quadratic equations.

a. 𝑦𝑦 = 2(𝑥𝑥 − 5)2 + 3.5
b. 𝑦𝑦 = −(𝑥𝑥 + 1)2 − 8

2. Write a quadratic equation to represent a function with the following vertex. Use a leading coefficient
other than 1.
a. (100, 200)
3
b. �− , −6�
4

3. Use vocabulary from this Activity (i.e., stretch, shrink, opens up, and opens down) to compare and contrast
the
graphs of the quadratic equations 𝑦𝑦 = 𝑥𝑥 2 + 1 and 𝑦𝑦 = −2𝑥𝑥 2 + 1.
Activity 17: Graphing Quadratic Functions from the Standard
Form, 𝒇𝒇(𝒙𝒙) = 𝒂𝒂𝒙𝒙𝟐𝟐 + 𝒃𝒃𝒙𝒙 + 𝒄𝒄

Classwork
Opening Exercise
A high school baseball player throws a ball straight up into the air for his math class. The math class was able to
determine that the relationship between the height of the ball and the time since it was thrown could be modeled by the
function ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 96𝑡𝑡 + 6, where 𝑡𝑡 represents the time (in seconds) since the ball was thrown, and ℎ represents
the height (in feet) of the ball above the ground.
a. What does the domain of the function represent in this context?

b. What does the range of this function represent?

c. At what height does the ball get thrown?

d. After how many seconds does the ball hit the ground?

e. What is the maximum height that the ball reaches while in the air? How long will the ball take to reach its
maximum height?
 f. What feature(s) of this quadratic function are visible since it is presented in the standard form,
𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏 + 𝑐𝑐?

𝑏𝑏
g. What feature(s) of this quadratic function are visible when it is rewritten in vertex form,
𝑓𝑓(𝑥𝑥) = 𝑎𝑎(𝑥𝑥 − ℎ)2 + 𝑘𝑘?

A general strategy for graphing a quadratic function from the standard form:

Example
A high school baseball player throws a ball straight up into the air for his math class. The math class was able to
determine that the relationship between the height of the ball and the time since it was thrown could be modeled by the
function ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 96𝑡𝑡 + 6, where 𝑡𝑡 represents the time (in seconds) since the ball was thrown, and ℎ represents
the height (in feet) of the ball above the ground.
a. What do you notice about the equation, just as it is, that will help us in creating our graph?

b. Can we factor to find the zeros of the function? If not, solve ℎ(𝑡𝑡) = 0 by completing the square.
c. What is the vertex of the function? What method did you use to find the vertex?

d. Now plot the graph of ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 96𝑡𝑡 + 6 and label the key features on the graph.
Exercises
1. Graph the function 𝑛𝑛(𝑥𝑥) = 𝑥𝑥 2 − 6𝑥𝑥 + 5, and identify the key features.

1
2. Graph the function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 + 5𝑥𝑥 + 6, and identify the key features.
2
3. Paige wants to start a summer lawn-mowing business. She comes up with the following profit function that relates
the total profit to the rate she charges for a lawn-mowing job:
𝑃𝑃(𝑥𝑥) = −𝑥𝑥 2 + 40𝑥𝑥 − 100.
Both profit and her rate are measured in dollars. Graph the function in order to answer the following questions.
a. Graph 𝑃𝑃.

b. According to the function, what is her initial cost (e.g., maintaining the mower, buying gas, advertising)?
Explain your answer in the context of this problem.

c. Between what two prices does she have to charge to make a profit?

d. If she wants to make $275 profit this summer, is this the right business choice?
4. A student throws a bag of chips to her friend. Unfortunately, her friend does not catch the chips, and the bag hits
the ground. The distance from the ground (height) for the bag of chips is modeled by the function
ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 32𝑡𝑡 + 4, where ℎ is the height (distance from the ground in feet) of the chips, and 𝑡𝑡 is the number
of seconds the chips are in the air.
a. Graph ℎ.

b. From what height are the chips being thrown? Tell how you know.

c. What is the maximum height the bag of chips reaches while airborne? Tell how you know.

d. How many seconds after the bag was thrown did it hit the ground?
 1
e. What is the average rate of change of height for the interval from 0 to second? What does that number
2
represent in terms of the context?

f. Based on your answer to part (e), what is the average rate of change for the interval from 1.5 to 2 sec.?

5. Notice how the profit and height functions both have negative leading coefficients. Explain why this is.
 Activity Summary
The standard form of a quadratic function is 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑥𝑥 + 𝑐𝑐, where 𝑎𝑎 ≠ 0. A general strategy to graphing a
quadratic function from the standard form:
 Look for hints in the function’s equation for general shape, direction, and 𝑦𝑦-intercept.
 Solve 𝑓𝑓(𝑥𝑥) = 0 to find the 𝑥𝑥-intercepts by factoring, completing the square, or using the quadratic
formula.
 Find the vertex by completing the square or using symmetry. Find the axis of symmetry and the
–𝑏𝑏 –𝑏𝑏
𝑥𝑥-coordinate of the vertex using and the 𝑦𝑦-coordinate of the vertex by finding 𝑓𝑓 � �.
2𝑎𝑎 2𝑎𝑎
 Plot the points that you know (at least three are required for a unique quadratic function), sketch the
graph of the curve that connects them, and identify the key features of the graph.

Problem Set

1. Graph 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 − 2𝑥𝑥 − 15, and identify its key features.

2. Graph 𝑓𝑓(𝑥𝑥) = −𝑥𝑥 2 + 2𝑥𝑥 + 15, and identify its key features.

3. Did you recognize the numbers in the first two problems? The equation in the second problem is the product of −1
and the first equation. What effect did multiplying the equation by −1 have on the graph?

4. Giselle wants to run a tutoring program over the summer. She comes up with the following profit function:
𝑃𝑃(𝑥𝑥) = −2𝑥𝑥 2 + 100𝑥𝑥 − 25
where 𝑥𝑥 represents the price of the program. Between what two prices should she charge to make a profit? How
much should she charge her students if she wants to make the most profit?

5. Doug wants to start a physical therapy practice. His financial advisor comes up with the following profit function for
his business:
1
𝑃𝑃(𝑥𝑥) = − 𝑥𝑥 2 + 150𝑥𝑥 − 10000
2
where 𝑥𝑥 represents the amount, in dollars, that he charges his clients. How much will it cost for him to start the
business? What should he charge his clients to make the most profit?
Activity 18: Graphing Cubic, Square Root, and Cube
Root
Functions

Classwork
Opening Exercise
a. Evaluate 𝑥𝑥 2 when 𝑥𝑥 = 7.

b. Evaluate √𝑥𝑥 when 𝑥𝑥 = 81.

c. Evaluate 𝑥𝑥 3 when 𝑥𝑥 = 5.

3
d. Evaluate √𝑥𝑥 when 𝑥𝑥 = 27.

Exploratory Challenge 1
Use your graphing calculator to create a data table for the functions 𝑦𝑦 = 𝑥𝑥 2 and 𝑦𝑦 = √𝑥𝑥 for a variety of 𝑥𝑥-values. Use
both negative and positive numbers, and round decimal answers to the nearest hundredth.

𝒙𝒙 𝒚𝒚 = 𝒙𝒙𝟐𝟐 𝒚𝒚 = √𝒙𝒙
Exploratory Challenge 2
Create the graphs of 𝑦𝑦 = 𝑥𝑥 2 and 𝑦𝑦 = √𝑥𝑥 on the same set of axes.

Exploratory Challenge 3
3
Create a data table for 𝑦𝑦 = 𝑥𝑥 3 and 𝑦𝑦 = √𝑥𝑥, and graph both functions on the same set of axes. Round decimal answers
to the nearest hundredth.

𝒙𝒙 𝒚𝒚 = 𝒙𝒙𝟑𝟑 𝟑𝟑
𝒚𝒚 = √𝒙𝒙
−8

−2

−1

8
 Activity Summary
 The square root parent function is a reflection of the quadratic parent function across the line 𝑦𝑦 = 𝑥𝑥,
when 𝑥𝑥 is non-negative.
 The domain of quadratic, cubic, and cube root parent functions is all real numbers. The domain of the
square root parent function is 𝑥𝑥 ≥ 0.
 The range of quadratic and square root parent functions is [0, ∞). The range of the cubic and cube root
parent functions is all real numbers.
 The cube root and cubic parent functions are symmetrical about the origin and are reflections of each
other across the line 𝑦𝑦 = 𝑥𝑥; the two operations reverse each other.

Problem Set

1. Create the graphs of the functions 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 + 2 and 𝑔𝑔(𝑥𝑥) = √𝑥𝑥 + 2 using the given values. Use a calculator to
help with decimal approximations.

𝒙𝒙 𝒇𝒇(𝒙𝒙) 𝒈𝒈(𝒙𝒙)
−4

−2

−1

2. What can be said about the first three values for 𝑔𝑔(𝑥𝑥) in the table?

3. Describe the relationship between the graphs given by the equations 𝑦𝑦 = 𝑥𝑥 2 + 2 and 𝑦𝑦 = √𝑥𝑥 + 2. How are they
alike? How are they different?

4. Refer to your class notes for the graphs of 𝑦𝑦 = 𝑥𝑥 2 and 𝑦𝑦 = √𝑥𝑥. How are the graphs of 𝑦𝑦 = 𝑥𝑥 2 and 𝑦𝑦 = √𝑥𝑥
transformed to generate the graphs of 𝑦𝑦 = 𝑥𝑥 2 + 2 and 𝑦𝑦 = √𝑥𝑥 + 2?
 3
5. Create the graphs of 𝑝𝑝(𝑥𝑥) = 𝑥𝑥 3 − 2 and 𝑞𝑞(𝑥𝑥) = √𝑥𝑥 − 2 using the given values for 𝑥𝑥. Use a calculator to help with
decimal approximations.

𝒙𝒙 𝒑𝒑(𝒙𝒙) 𝒒𝒒(𝒙𝒙)
−8

−2

−1

6. For the table in Problem 5, explain why there were no function values that resulted in an error.

3
7. Describe the relationship between the domains and ranges of the functions 𝑝𝑝(𝑥𝑥) = 𝑥𝑥 3 − 2 and 𝑞𝑞(𝑥𝑥) = √𝑥𝑥 − 2.
Describe the relationship between their graphs.

3 3
8. Refer to your class notes for the graphs of 𝑦𝑦 = 𝑥𝑥 3 and 𝑦𝑦 = √𝑥𝑥. How are the graphs of 𝑦𝑦 = 𝑥𝑥 3 and 𝑦𝑦 = √𝑥𝑥
3
transformed to generate the graphs of 𝑦𝑦 = 𝑥𝑥 3 − 2 and 𝑦𝑦 = √𝑥𝑥 − 2?

9. Using your responses to Problems 4 and 8, how do the functions given in Problems 1 and 5 differ from their parent
functions? What effect does that difference seem to have on the graphs of those functions?

10. Create your own functions using 𝑟𝑟(𝑥𝑥) = 𝑥𝑥 2 − and 𝑠𝑠(𝑥𝑥) = √𝑥𝑥 − by filling in the box with a positive or
negative number. Predict how the graphs of your functions will compare to the graphs of their parent functions
based on the number that you put in the blank boxes. Generate a table of solutions for your functions, and graph
the solutions.
Activity 19: Translating Graphs of Functions

Classwork
Opening Exercise
Graph each set of three functions in the same coordinate plane (on your graphing calculator or a piece of graph paper).
Then, explain what similarities and differences you see among the graphs.

a. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 b. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 c. 𝑓𝑓(𝑥𝑥) = |𝑥𝑥|

2
𝑔𝑔(𝑥𝑥) = 𝑥𝑥 + 5 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 + 3 𝑔𝑔(𝑥𝑥) = |𝑥𝑥 + 3|
ℎ(𝑥𝑥) = 𝑥𝑥 − 6 2 ℎ(𝑥𝑥) = |𝑥𝑥 − 4|
ℎ(𝑥𝑥) = 𝑥𝑥 − 7
Example
For each graph, answer the following:
 What is the parent function?
 How does the translated graph relate to the graph of the parent function?
 Write the formula for the function depicted by the translated graph.
a.

b.

c.
Exercises

1. For each of the following graphs, use the formula for the parent function 𝑓𝑓 to write the formula of the translated
function.

a.

𝒚𝒚 = 𝒇𝒇(𝒙𝒙)
𝒚𝒚 = 𝒈𝒈(𝒙𝒙)
𝒚𝒚 = 𝒉𝒉(𝒙𝒙)

b.

𝑦𝑦 = 𝑔𝑔(𝑥𝑥)
𝑦𝑦 = ℎ(𝑥𝑥)
𝑦𝑦 = 𝑓𝑓(𝑥𝑥)

2. Below is a graph of a piecewise function 𝑓𝑓 whose domain is −5 ≤ 𝑥𝑥 ≤ 3. Sketch the graphs of the given functions
on the same coordinate plane. Label your graphs correctly.
𝑔𝑔(𝑥𝑥) = 𝑓𝑓(𝑥𝑥) + 3 ℎ(𝑥𝑥) = 𝑓𝑓(𝑥𝑥 − 4)

𝑦𝑦 = 𝑓𝑓(𝑥𝑥)
3. Match the correct equation and description of the function with the given graphs.

Graphs Equation Description

𝑦𝑦 = 𝑓𝑓(𝑥𝑥) E1. 𝑦𝑦 = (𝑥𝑥 − 3)2 D1. The graph of the parent function is
translated down 3 units and left 2 units.
E2. 𝑦𝑦 = (𝑥𝑥 + 2)2 − 3
D2. The graph of the function does not
2 have an 𝑥𝑥-intercept.
E3. 𝑦𝑦 = −(𝑥𝑥 − 3) − 2

E4. 𝑦𝑦 = (𝑥𝑥 − 2)2 − 3 D3. The coordinate of the 𝑦𝑦-intercept is

(0, 1), and both 𝑥𝑥-intercepts are positive.

D4. The graph of the function has only

Equation _________ Description ___________ one 𝑥𝑥-intercept.
𝑦𝑦 = 𝑔𝑔(𝑥𝑥)

Equation _________ Description ___________

𝑦𝑦 = ℎ(𝑥𝑥)

Equation _________ Description ___________

𝑦𝑦 = 𝑝𝑝(𝑥𝑥)

Equation _________ Description ___________

Problem Set

1. Graph the functions in the same coordinate plane. Do not use

a graphing calculator.

𝑓𝑓(𝑥𝑥) = √𝑥𝑥
𝑝𝑝(𝑥𝑥) = 10 + √𝑥𝑥
𝑞𝑞(𝑥𝑥) = √𝑥𝑥 + 8

2. Write a function that translates the graph of the parent function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 down 7.5 units and right 2.5 units.

3. How would the graph of 𝑓𝑓(𝑥𝑥) = |𝑥𝑥| be affected if the function were transformed to 𝑓𝑓(𝑥𝑥) = |𝑥𝑥 + 6| + 10?

4. Below is a graph of a piecewise function 𝑓𝑓 whose domain is the interval −4 ≤ 𝑥𝑥 ≤ 2. Sketch the graph of the given
functions below. Label your graphs correctly.
𝑔𝑔(𝑥𝑥) = 𝑓𝑓(𝑥𝑥) − 1 ℎ(𝑥𝑥) = 𝑔𝑔(𝑥𝑥 − 2) [Be careful; this one might be a challenge.]

𝑦𝑦 = 𝑓𝑓(𝑥𝑥)
5. Study the graphs below. Identify the parent function and the transformations of that function depicted by the
second graph. Then, write the formula for the transformed function.
Activity 20: Stretching and Shrinking Graphs of Functions

Classwork
Opening Exercise
The graph of a quadratic function defined by 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 has been translated 5 units to the left and 3 units up. What is
the formula for the function, 𝑔𝑔, depicted by the translated graph?

Sketch the graph of the equation 𝑦𝑦 = 𝑔𝑔(𝑥𝑥).

Example
Exploratory Challenge
Complete the following to review Module 3 concepts:
a. Consider the function 𝑓𝑓(𝑥𝑥) = |𝑥𝑥|. Complete the table of values for 𝑓𝑓(𝑥𝑥). Then, graph the equation 𝑦𝑦 = 𝑓𝑓(𝑥𝑥)
on the coordinate plane provided for part (b).

𝒙𝒙 𝒇𝒇(𝒙𝒙)
−4
−2
0
2
4

b. Complete the following table of values for each transformation of the function 𝑓𝑓. Then, graph the equations
𝑦𝑦 = 𝑔𝑔(𝑥𝑥), 𝑦𝑦 = ℎ(𝑥𝑥), 𝑦𝑦 = 𝑗𝑗(𝑥𝑥), and 𝑦𝑦 = 𝑘𝑘(𝑥𝑥) on the same coordinate plane as the graph of 𝑦𝑦 = 𝑓𝑓(𝑥𝑥). Label
each graph.

𝒙𝒙 𝒇𝒇(𝒙𝒙) 𝒈𝒈(𝒙𝒙) = 𝟑𝟑𝒇𝒇(𝒙𝒙) 𝒉𝒉(𝒙𝒙) = 𝟐𝟐𝒇𝒇(𝒙𝒙) 𝒋𝒋(𝒙𝒙) = 𝟎𝟎. 𝟓𝟓𝒇𝒇(𝒙𝒙) 𝒌𝒌(𝒙𝒙) = −𝟐𝟐𝒇𝒇(𝒙𝒙)

−4

−2

4
c. Describe how the graph of 𝑦𝑦 = 𝑘𝑘 (𝑥𝑥) relates to the graph of 𝑦𝑦 = 𝑓𝑓(𝑥𝑥) for each case.

𝑘𝑘
i. 𝑘𝑘 > 1

ii. 0 < 𝑘𝑘 < 1

iii. 𝑘𝑘 = −1

iv. −1 < 𝑘𝑘 < 0

v. 𝑘𝑘 < −1

d. Describe the transformation of the graph of 𝑓𝑓 that results in the graphs of 𝑔𝑔, ℎ, and 𝑘𝑘 given the following
formulas for each function. Then, graph each function and label each graph.

𝑓𝑓(𝑥𝑥) = 𝑥𝑥 3
𝑔𝑔(𝑥𝑥) = 2𝑥𝑥 3
ℎ(𝑥𝑥) = 0.5𝑥𝑥 3
𝑘𝑘(𝑥𝑥) = −3𝑥𝑥 3
 3
e. Consider the function 𝑓𝑓(𝑥𝑥) = √𝑥𝑥 . Complete the table of values; then graph the equation 𝑦𝑦 = 𝑓𝑓(𝑥𝑥).

𝒙𝒙 𝒇𝒇(𝒙𝒙)
−8

−1

f. Complete the following table of values, rounding each value to the nearest hundredth. Graph the equations
𝑦𝑦 = 𝑔𝑔(𝑥𝑥), 𝑦𝑦 = ℎ(𝑥𝑥), and 𝑦𝑦 = 𝑗𝑗(𝑥𝑥) on the same coordinate plane as your graph of 𝑦𝑦 = 𝑓𝑓(𝑥𝑥) above. Label each
graph.

𝒙𝒙 𝒇𝒇(𝒙𝒙) 𝒈𝒈(𝒙𝒙) = 𝒇𝒇(𝟐𝟐𝒙𝒙) 𝒉𝒉(𝒙𝒙) = 𝒇𝒇(𝟎𝟎. 𝟓𝟓𝒙𝒙) 𝒋𝒋(𝒙𝒙) = 𝒇𝒇(−𝟐𝟐𝒙𝒙)

−8

−1

g. Describe the transformations of the graph of 𝑓𝑓 that result in the graphs of 𝑔𝑔, ℎ, and 𝑗𝑗.
 1
h. Describe how the graph of 𝑦𝑦 = 𝑓𝑓 � 𝑥𝑥� relates to the graph of 𝑦𝑦 = 𝑓𝑓(𝑥𝑥) for each case.
𝑘𝑘
i. 𝑘𝑘 > 1

ii. 0 < 𝑘𝑘 < 1

iii. 𝑘𝑘 = −1

iv. −1 < 𝑘𝑘 < 0

v. 𝑘𝑘 < −1

Exercise 1
For each of the sets below, answer the following questions:
 What are the parent functions?
 How does the transformed graph relate to the graph of the parent function?
 Write the formula for the function depicted by the transformed graph.

a.
 b.

Exercise 2
Graph each set of functions in the same coordinate plane. Do not use a graphing calculator.
a. 𝑓𝑓(𝑥𝑥) = |𝑥𝑥| b.
3
𝑔𝑔(𝑥𝑥) = √𝑥𝑥
𝑔𝑔(𝑥𝑥) = 4|𝑥𝑥| 3
𝑝𝑝(𝑥𝑥) = 2 √𝑥𝑥
ℎ(𝑥𝑥) = |2𝑥𝑥| 3
𝑘𝑘(𝑥𝑥) = −2|2𝑥𝑥| 𝑞𝑞(𝑥𝑥) = −2 √2𝑥𝑥
Problem Set

1. Graph the functions in the same coordinate plane. Do not use a graphing calculator.
𝑓𝑓(𝑥𝑥) = |𝑥𝑥|
𝑔𝑔(𝑥𝑥) = 2|𝑥𝑥|
ℎ(𝑥𝑥) = |3𝑥𝑥|
𝑘𝑘(𝑥𝑥) = −3|3𝑥𝑥|

2. Explain how the graphs of functions 𝑗𝑗(𝑥𝑥) = 3|𝑥𝑥| and ℎ(𝑥𝑥) = |3𝑥𝑥| are related.

3. Explain how the graphs of functions 𝑞𝑞(𝑥𝑥) = −3|𝑥𝑥| and 𝑟𝑟(𝑥𝑥) = | −3𝑥𝑥| are related.

4. Write a function, 𝑔𝑔 ,in terms of another function, 𝑓𝑓, such that the graph of 𝑔𝑔 is a vertical shrink of the graph 𝑓𝑓 by a
factor of 0.75.

3
5. A teacher wants the students to write a function based on the parent function 𝑓𝑓(𝑥𝑥) = √𝑥𝑥 . The graph of 𝑓𝑓 is
1 3
stretched vertically by a factor of 4 and shrunk horizontally by a factor of . Mike wrote 𝑔𝑔(𝑥𝑥) = 4 √3𝑥𝑥 as the new
3
3
function, while Lucy wrote ℎ(𝑥𝑥) = 3 √4𝑥𝑥 . Which one is correct? Justify your answer.

6. Study the graphs of two different functions below. Which is a parent function? What is the constant value(s)
multiplied to the parent function to arrive at the transformed graph? Now write the function defined by the
transformed graph.

𝒚𝒚 = 𝒇𝒇(𝒙𝒙)

𝒚𝒚 = 𝒈𝒈(𝒙𝒙)
Activity 21: Transformations of the Quadratic Parent
Function,
𝒇𝒇(𝒙𝒙) = 𝒙𝒙𝟐𝟐

Classwork
Example 1: Quadratic Expression Representing a Function
a. A quadratic function is defined by 𝑔𝑔(𝑥𝑥) = 2𝑥𝑥 2 + 12𝑥𝑥 + 1. Write this in the completed-square (vertex) form
and show all the steps.

b. Where is the vertex of the graph of this function located?

c. Look at the completed-square form of the function. Can you name the parent function? How do you know?

d. What transformations have been applied to the parent function to arrive at function 𝑔𝑔? Be specific.

e. How does the completed-square form relate to the quadratic parent function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 ?
Example 2
The graph of a quadratic function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 has been translated 3 units to the right, vertically stretched by a factor of 4,
and moved 2 units up. Write the formula for the function that defines the transformed graph.

Exercises
1. Without using a graphing calculator, sketch the graph of the following quadratic functions on the same coordinate
plane, using transformations of the graph of the parent function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 .
a. 𝑔𝑔(𝑥𝑥) = −2(𝑥𝑥 − 3)2 + 4
b. ℎ(𝑥𝑥) = −3(𝑥𝑥 + 5)2 + 1
c. 𝑘𝑘(𝑥𝑥) = 2(𝑥𝑥 + 4)2 − 3
d. 𝑝𝑝(𝑥𝑥) = 𝑥𝑥 2 − 2𝑥𝑥
e. 𝑡𝑡(𝑥𝑥) = 𝑥𝑥 2 − 2𝑥𝑥 + 3

𝒚𝒚 = 𝒇𝒇(𝒙𝒙)
2. Write a formula for the function that defines the described transformation of the graph of the quadratic parent
function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 .
a. 3 units shift to the right
b. Vertical shrink by a factor of 0.5
c. Reflection across the 𝑥𝑥-axis
d. 4 units shift up
Then, graph both the parent and the transformed functions on the same coordinate plane.

3. Describe the transformation of the quadratic parent function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 that results in the quadratic function
𝑔𝑔(𝑥𝑥) = 2𝑥𝑥 2 + 4𝑥𝑥 + 1.
4. Sketch the graphs of the following functions based on the graph of the function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 . If necessary, rewrite
some of the functions in the vertex (completed-square) form. Label your graphs.
a. 𝑔𝑔(𝑥𝑥) = −(𝑥𝑥 − 4)2 + 3
b. ℎ(𝑥𝑥) = 3(𝑥𝑥 − 2)2 − 1
c. 𝑘𝑘(𝑥𝑥) = 2𝑥𝑥 2 + 8𝑥𝑥
d. 𝑝𝑝(𝑥𝑥) = 𝑥𝑥 2 + 6𝑥𝑥 + 5

𝒚𝒚 = 𝒇𝒇(𝒙𝒙)
 Activity Summary
Transformations of the quadratic parent function, 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 , can be rewritten in form 𝑔𝑔(𝑥𝑥) = 𝑎𝑎(𝑥𝑥 − ℎ)2 + 𝑘𝑘,
where (ℎ, 𝑘𝑘) is the vertex of the translated and scaled graph of 𝑓𝑓, with the scale factor of 𝑎𝑎, the leading coefficient.
We can then quickly and efficiently (without the use of technology) sketch the graph of any quadratic function in the
form 𝑓𝑓(𝑥𝑥) = 𝑎𝑎(𝑥𝑥 − ℎ)2 + 𝑘𝑘 using transformations of the graph of the quadratic parent function, 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 .

Problem Set

1. Write the function 𝑔𝑔(𝑥𝑥) = −2𝑥𝑥 2 − 20𝑥𝑥 − 53 in completed-square form. Describe the transformations of the graph
of the parent function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 that result in the graph of 𝑔𝑔.

2. Write the formula for the function whose graph is the graph of 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 translated 6.25 units to the right,
vertically stretched by a factor of 8, and translated 2.5 units up.

3. Without using a graphing calculator, sketch the graphs of the functions below based on transformations of the
graph of the parent function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 . Use your own graph paper, and label your graphs.
a. 𝑔𝑔(𝑥𝑥) = (𝑥𝑥 + 2)2 − 4
b. ℎ(𝑥𝑥) = −(𝑥𝑥 − 4)2 + 2
c. 𝑘𝑘(𝑥𝑥) = 2𝑥𝑥 2 − 12𝑥𝑥 + 19
d. 𝑝𝑝(𝑥𝑥) = −2𝑥𝑥 2 − 4𝑥𝑥 − 5
e. 𝑞𝑞(𝑥𝑥) = 3𝑥𝑥 2 + 6𝑥𝑥
Activity 22: Comparing Quadratic, Square Root, and Cube
Root
Functions Represented in Different Ways

Classwork
Opening Exercise

Populate the table on the right with values from the graph.

𝒙𝒙 𝒚𝒚
Exploratory Challenges 1–3
Solve each problem, and show or explain how you found your answers.
1. Xavier and Sherleese each threw a baseball straight up into the air. The relationship between the height (distance
from the ground in feet) of Sherleese’s ball with respect to the time since it was thrown, in seconds, is given by the
function:
𝑆𝑆(𝑡𝑡) = −16𝑡𝑡 2 + 79𝑡𝑡 + 6.
The graph of the height as a function of time of Xavier’s ball is represented below.
Height (feet)

𝒕𝒕 (seconds)

Xavier claims that his ball went higher than Sherleese’s. Sherleese disagrees. Answer the questions below, and
support your answers mathematically by comparing the features found in the equation to those in the graph.
a. Who is right?

b. For how long was each baseball airborne?

 c. Construct a graph of Sherleese’s throw as a function of time (𝑡𝑡) on the same set of axes as the graph of
Xavier’s, and use the graph to support your answers to parts (a) and (b).

Height (feet)

𝒕𝒕 (seconds)

2. In science class, students constructed pendulums of various lengths and then recorded the time required for the
pendulum to complete one full oscillation (out and back). The results are
displayed in the table shown below. Length (in cm) Time (in seconds)
a. Jack looks at the first three rows of the table and says that a linear 5 0.45
function should be used to model the data. Based on the data, do 10 0.60
you agree with him? Justify your reasoning. 15 0.75
20 0.88
25 1.00
30 1.07
50 1.42
75 1.74
100 1.98
b. Create a scatterplot of length versus oscillation time.

c. Based on the scatterplot, what sort of function might be used to model the data?

d. Mr. Williams, the science teacher, tells the students that the oscillation time for a pendulum can be found
𝐿𝐿
using the formula 𝑇𝑇 = 2𝜋𝜋� where 𝐿𝐿 is the length of the pendulum, in meters, and 𝑇𝑇 is the oscillation time,
9.8
in seconds. Does this formula support the results from the table? Explain.

e. Looking at the table of values, what effect does quadrupling the length of the pendulum have on the oscillation
time? Use the formula from part (d) to demonstrate why this is the case.
3. The growth of a Great Dane puppy can be represented by the graph below, where 𝑦𝑦 represents the shoulder height
(in inches) and 𝑥𝑥 represents the puppy’s age (in months).

The growth of a lion cub can be modeled by the function represented in the table below.

𝒙𝒙 (months since birth) 𝒚𝒚 (height in inches)

0 8
8 18
16 20.599
24 22.422
32 23.874

a. Which animal has the greater shoulder height at birth?

b. Which animal will have the greater shoulder height at 3 years of age (the age each animal is considered full-
grown)?

c. If you were told that the domain for these functions is the set of all real numbers, would you agree? Why or
why not?
 Activity Summary
The key features of a quadratic function, which are the zeros (roots), the vertex, and the leading coefficient, can be
used to interpret the function in a context (e.g., the vertex represents the maximum or minimum value of the
function). Graphing calculators and bivariate data tables are useful tools when comparing functions.

Problem Set

1. One type of rectangle has lengths that are always two inches more than their widths. The function 𝑓𝑓 describes the
relationship between the width of this rectangle in 𝑥𝑥 inches and its area, 𝑓𝑓(𝑥𝑥), in square inches, and is represented
in the table below.
𝒙𝒙 𝒇𝒇(𝒙𝒙)
0 0
1 3
2 8
3 15
4 24
5 35
1
A second type of rectangle has lengths that are always one-half of their widths. The function 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 2 describes
2
the relationship between the width given in 𝑥𝑥 inches and the area, 𝑔𝑔(𝑥𝑥), given in square inches of such a rectangle.
a. Use 𝑔𝑔 to determine the area of a rectangle of the second type if the width is 20 inches.
b. Why is (0,0) contained in the graphs of both functions? Explain the meaning of (0,0) in terms of the situations
that the functions describe.
c. Determine which function has a greater average rate of change on the interval 0 ≤ 𝑥𝑥 ≤ 3.
d. Interpret your answer to part (c) in terms of the situation being described.
e. Which type of rectangle has a greater area when the width is 5 inches? By how much?
f. Will the first type of rectangle always have a greater area than the second type of rectangle when widths are
the same? Explain how you know.
2. The function given by the equation 𝑦𝑦 = √𝑥𝑥 gives the edge length, 𝑦𝑦 units, of a square with area 𝑥𝑥 square units.
Similarly, the graph below describes the length of a leg, 𝑦𝑦 units, of an isosceles right triangle whose area is 𝑥𝑥 square
units.

Graph of Isosceles Triangle Leg Lengths for Given Areas

a. What is the length of a leg of an isosceles right triangle with an area of 12 square units?
b. Graph the function that represents a square with area 𝑥𝑥 square units using the same graph that was given.
Which function has a greater average rate of change on the interval 0 ≤ 𝑥𝑥 ≤ 3?
c. Interpret your answer to part (b) in terms of the situation being described.
d. Which will have a greater value: the edge length of a square with area 16 square units or the length of a leg of
an isosceles right triangle with an area of 16 square units? Approximately by how much?

3. A portion of a graph of a cube root function, 𝑓𝑓, and select values of a square root function, 𝑔𝑔, are given below. The
domain of 𝑔𝑔 is 𝑥𝑥 ≥ 0.

𝒙𝒙 𝒈𝒈(𝒙𝒙)
0 3
1 3.5
4 4
9 4.5
16 5

Fill in each blank with one of the following: >, <, or=.
a. 𝑓𝑓(2) _______ 𝑔𝑔(2)
b. 𝑦𝑦 −intercept of 𝑓𝑓 ______ 𝑦𝑦 −intercept of 𝑔𝑔
c. Average rate of change of 𝑓𝑓 on interval [0,16] ______ Average rate of change of 𝑔𝑔 on interval [0,16]
Activity 23: Modeling with Quadratic Functions

Classwork
Opening: The Mathematics of Objects in Motion
Read the following explanation of the Mathematics of Objects in Motion:
Any object that is free falling or projected into the air without a power source is under the influence of gravity. All free-
falling objects on Earth accelerate toward the center of Earth (downward) at a constant rate (−32 ft/s 2, or −9.8 m/s 2)
because of the constant force of Earth’s gravity (represented by 𝑔𝑔). That acceleration rate is included in the physics formula
used for all objects in a free-falling motion. It represents the relationship of the height of the object (distance from Earth)
with respect to the time that has passed since the launch or fall began. That formula is
1
ℎ(𝑡𝑡) = 𝑔𝑔𝑡𝑡 2 + 𝑣𝑣0 𝑡𝑡 + ℎ0 .
2

For this reason, the leading coefficient for a quadratic function that models the position of a falling, launched, or projected
object must either be −16 or −4.9. Physicists use mathematics to make predictions about the outcome of a falling or
projected object.
The mathematical formulas (equations) used in physics commonly use certain variables to indicate quantities that are most
often used for motion problems. For example, the following are commonly used variables for an event that includes an
object that has been dropped or thrown:
 ℎ is often used to represent the function of height (how high the object is above earth in feet or meters);
 𝑡𝑡 is used to represent the time (number of seconds) that have passed in the event;
 𝑣𝑣 is used to represent velocity (the rate at which an object changes position in ft/s or m/s);
 𝑠𝑠 is used to represent the object’s change in position, or displacement (how far the object has moved in feet or
meters).
We often use subscripts with the variables, partly so that we can use the same variables multiple times in a problem
without getting confused, but also to indicate the passage of time. For example:
 𝑣𝑣0 indicates the initial velocity (i.e., the velocity at 0 seconds);
 ℎ0 tells us the height of the object at 0 seconds, or the initial position.
So putting all of that together, we have a model representing the motion of falling or thrown objects, using U.S. standard
units, as a quadratic function:
ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 𝑣𝑣0 𝑡𝑡 + ℎ0 ,
where ℎ represents the height of the object in feet (distance from Earth), and 𝑡𝑡 is the number of seconds the object has
been in motion. Note that the negative sign in front of the 16 (half of 𝑔𝑔 = 32) indicates the downward pull of gravity. We
are using a convention for quantities with direction here; upward is positive and downward is negative. If units are metric,
the following equation is used:
ℎ(𝑡𝑡) = −4.9𝑡𝑡 2 + 𝑣𝑣0 𝑡𝑡 + ℎ0 ,
where everything else is the same, but now the height of the object is measured in meters and the velocity in meters per
second.
These physics functions can be used to model many problems presented in the context of free-falling or projected objects
(objects in motion without any inhibiting or propelling power source, such as a parachute or an engine).

Mathematical Modeling Exercise 1

Use the information in the Opening to answer the following questions.
Chris stands on the edge of a building at a height of 60 ft. and throws a ball upward with an initial velocity of 68 ft/s. The
ball eventually falls all the way to the ground. What is the maximum height reached by the ball? After how many seconds
will the ball reach its maximum height? How long will it take the ball to reach the ground?
a. What units will we be using to solve this problem?

b. What information from the contextual description do we need to use in the function equation?

c. What is the maximum point reached by the ball? After how many seconds will it reach that height? Show your
reasoning.
d. How long will it take the ball to land on the ground after being thrown? Show your work.

e. Graph the function of the height, ℎ, of the ball in feet to the time , 𝑡𝑡, in seconds. Include and label key features of
the graph such as the vertex, axis of symmetry, and 𝑡𝑡- and 𝑦𝑦-intercepts.
Mathematical Modeling Exercise 2
Read the following information about Business Applications:
Many business contexts can be modeled with quadratic functions. This is because the expressions representing the price
(price per item), the cost (cost per item), and the quantity (number of items sold) are typically linear. The product of any
two of those linear expressions will produce a quadratic expression that can be used as a model for the business context.
The variables used in business applications are not as traditionally accepted as variables that are used in physics
applications, but there are some obvious reasons to use 𝑐𝑐 for cost, 𝑝𝑝 for price, and 𝑞𝑞 for quantity (all lowercase letters). For
total production cost, we often use 𝐶𝐶 for the variable, 𝑅𝑅 for total revenue, and 𝑃𝑃 for total profit (all uppercase letters). You
have seen these formulas in previous Activitys, but we will review them here since we use them in the next two Activitys.

Business Application Vocabulary

UNIT PRICE (PRICE PER UNIT): The price per item a business sets to sell its product, sometimes represented as a linear
expression.
QUANTITY: The number of items sold, sometimes represented as a linear expression.
REVENUE: The total income based on sales (but without considering the cost of doing business).
UNIT COST (COST PER UNIT) OR PRODUCTION COST: The cost of producing one item, sometimes represented as a linear expression.
PROFIT: The amount of money a business makes on the sale of its product. Profit is determined by taking the total revenue
(the quantity sold multiplied by the price per unit) and subtracting the total cost to produce the items (the quantity sold
multiplied by the production cost per unit): Profit = Total Revenue − Total Production Cost.

The following business formulas will be used in this Activity:

Total Production Costs = (cost per unit)(quantity of items sold)
Total Revenue = (price per unit)(quantity of items sold)
Profit = Total Revenue − Total Production Costs

Now answer the questions related to the following business problem:

A theater decided to sell special event tickets at $10 per ticket to benefit a local charity. The theater can seat up to 1,000
people, and the manager of the theater expects to be able to sell all 1,000 seats for the event. To maximize the revenue for
this event, a research company volunteered to do a survey to find out whether the price of the ticket could be increased
without losing revenue. The results showed that for each $1 increase in ticket price, 20 fewer tickets would be sold.
a. Let 𝑥𝑥 represent the number of $1.00 price-per-ticket increases. Write an expression to represent the expected
price for each ticket.
b. Use the survey results to write an expression representing the possible number of tickets sold.

c. Using 𝑥𝑥 as the number of $1-ticket price increases and the expression representing price per ticket, write the
function, 𝑅𝑅, to represent the total revenue in terms of the number of $1-ticket price increases.

d. How many $1-ticket price increases will produce the maximum revenue? (In other words, what value for 𝑥𝑥
produces the maximum 𝑅𝑅 value?)

e. What is the price of the ticket that will provide the maximum revenue?

f. What is the maximum revenue?

 g. How many tickets will the theater sell to reach the maximum revenue?

h. How much more will the theater make for the charity by using the results of the survey to price the tickets than
they would had they sold the tickets for their original $10 price?

Exercise 1
Two rock climbers try an experiment while scaling a steep rock face. They each carry rocks of similar size and shape up a
rock face. One climbs to a point 400 ft. above the ground, and the other climbs to a place below her at 300 ft. above the
ground. The higher climber drops her rock, and 1 second later, the lower climber drops his. Note that the climbers are not
vertically positioned. No climber is injured in this experiment.
a. Define the variables in this situation, and write the two functions that can be used to model the relationship
between the heights, ℎ1 and ℎ2 , of the rocks, in feet, after 𝑡𝑡 seconds.
b. Assuming the rocks fall to the ground without hitting anything on the way, which of the two rocks will reach the
ground last? Show your work, and explain how you know your answer is correct.

c. Graph the two functions on the same coordinate plane, and identify the key features that show that your answer
to part (b) is correct. Explain how the graphs show that the two rocks hit the ground at different times.
 d. Does the graph show how far apart the rocks were when they landed? Explain.

Exercise 2
Amazing Photography Studio takes school pictures and charges $20 for each class picture. The company sells an average of
12 class pictures in each classroom. They would like to have a special sale that will help them sell more pictures and
actually increase their revenue. They hired a business analyst to determine how to do that. The analyst determined that
for every reduction of $2 in the cost of the class picture, there would be an additional 5 pictures sold per classroom.
a. Write a function to represent the revenue for each classroom for the special sale.

b. What should the special sale price be?

c. How much more will the studio make than they would have without the sale?
 Activity Summary
We can write quadratic functions described verbally in a given context. We can also graph, interpret, analyze, or
apply key features of quadratic functions to draw conclusions that help us answer questions taken from the
problem’s context.
 We find quadratic functions commonly applied in physics and business.
 We can substitute known 𝑥𝑥- and 𝑦𝑦-values into a quadratic function to create a linear system that, when
solved, can identify the parameters of the quadratic equation representing the function.

Problem Set

1. Dave throws a ball upward with an initial velocity of 32 ft/s. The ball initially leaves his hand 5 ft. above the ground
and eventually falls back to the ground. In parts (a)–(d), you will answer the following questions: What is the
maximum height reached by the ball? After how many seconds will the ball reach its maximum height? How long will
it take the ball to reach the ground?
a. What units will we be using to solve this problem?
b. What information from the contextual description do we need to use to write the formula for the function ℎ of
the height of the ball versus time? Write the formula for height of the ball in feet, ℎ(𝑡𝑡), where 𝑡𝑡 stands for
seconds.
c. What is the maximum point reached by the ball? After how many seconds will it reach that height? Show your
reasoning.
d. How long will it take for the ball to land on the ground after being thrown? Show your work.
e. Graph the function of the height of the ball in feet to the time in seconds. Include and label key features of the
graph such as the vertex, axis of symmetry, and 𝑡𝑡- and 𝑦𝑦-intercepts.

2. Katrina developed an app that she sells for $5 per download. She has free space on a website that will let her sell
500 downloads. According to some research she did, for each $1 increase in download price, 10 fewer apps are sold.
Determine the price that will maximize her profit.
3. Edward is drawing rectangles such that the sum of the length and width is always six inches.
a. Draw one of Edward’s rectangles, and label the length and width.
b. Fill in the following table with four different possible lengths and widths.

Width (inches) Length (inches)

c. Let 𝑥𝑥 be the width. Write an expression to represent the length of one of Edward’s rectangles.
d. Write an equation that gives the area, 𝑦𝑦, in terms of the width, 𝑥𝑥.
e. For what width and length will the rectangle have maximum area?
f. Are you surprised by the answer to part (e)? What special name is given for the rectangle in your answer to
part (e)?

4. Chase is standing at the base of a 60-foot cliff. He throws a rock in the air hoping to get the rock to the top of the cliff.
If the rock leaves his hand 6 ft. above the base at a velocity of 80 ft/s, does the rock get high enough to reach the top
of the cliff? How do you know? If so, how long does it take the rock to land on top of the cliff (assuming it lands on the
cliff)? Graph the function and label the key features of the graph.
Activity 24: Modeling with Quadratic Functions

Classwork
Opening Exercise
Draw as many quadratic graphs as possible through the following two points on the graph. Check with your neighbors
for ideas. These points are (0,4) and (1,9).
Two Points
Example 1
Use the points (0, 4), (1, 9), and (−3, 1) to write the equation for the quadratic function whose graph contains the
three points.
Exercise 1
Write in standard form the quadratic function defined by the points (0, 5), (5, 0), and (3, −4).

Exercise 2
Louis dropped a watermelon from the roof of a tall building. As it was falling, Amanda and Martin were on the ground
with a stopwatch. As Amanda called the seconds, Martin recorded the floor the watermelon was passing. They then
measured the number of feet per floor and put the collected data into this table. Write a quadratic function to model
the following table of data relating the height of the watermelon (distance in feet from the ground) to the number of
seconds that had passed.

Height (distance from the ground) for a Watermelon That Was Dropped from a Tall Building
Time (𝒕𝒕) 0 1 2 3 4
Height 𝒇𝒇(𝒕𝒕) 300 284 236 156 44

a. How do we know this data will be represented by a quadratic function?

b. Do we need to use all five data points to write the equation?

c. Are there any points that are particularly useful? Does it matter which we use? Write the quadratic function
that models the data.

d. How does this equation for the function match up with what you learned about physics in Activity 23? Is
there
a more efficient way to find this equation?

e. Can you use your quadratic function to predict at what time, 𝑡𝑡, the watermelon will hit the ground (i.e.,
𝑓𝑓(𝑡𝑡) = 0)?
 Activity Summary
We can create a quadratic function from a data set based on a contextual situation, sketch its graph, and interpret
both the function and the graph in context. We can then answer questions and make predictions related to the
data, the quadratic function, and graph.
To determine a unique quadratic function from a table or graph, we must know at least three distinct points.

Problem Set

1. Write a quadratic function to fit the following points, and state the 𝑥𝑥-values for both roots. Then, sketch the graph
to show that the equation includes the three points.

2. Write a quadratic function to fit the following points: �0, 0.175�, �20, 3.575�, (30, 4.675).