Algebra 1 | Quadratic Functions & Solutions

Unit Summary

In Unit 7, students take a closer look at quadratic functions. Because there is so much to cover on quadratic functions and equations, these concepts have been split over two units: Unit 7 and the last unit of the year, Unit 8. In Unit 7, students investigate and understand the features that are unique to quadratic functions, and they write quadratic equations into the equivalent intercept form in order to reveal the solutions of the equation. In Unit 8, students will learn about the vertex form and how to complete the square, along with digging into several real-world problems that involve quadratics.

In Topic A, students analyze features of quadratic functions as they are seen in graphs, equations, and tables. They draw on their understandings of linear and exponential functions to compare how quadratic functions may be similar or different.

In Topic B, students learn how to factor a quadratic equation in order to reveal the roots or solutions to the equation. They rewrite quadratic trinomials as the product of two linear binomials, and then using the zero product property, they determine the solutions when the function is equal to zero. Students also identify and compare solutions to quadratic functions that are represented as equations, tables, and graphs. Lastly, by determining the coordinates of the vertex of the parabola, students are able to sketch a reliable graph of the parabola using the $${x-}$$intercepts and the vertex as three defining points.

In Topic C, students bring together the concepts and skills from the unit in order to interpret solutions to quadratic equations in context. They look at examples involving projectile motion, profit and cost analysis, and geometric applications. Students will spend more time with these applications in Unit 8.

Pacing: 15 instructional days (13 lessons, 1 flex day, 1 assessment day)

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Assessment

The following assessments accompany Unit 7.

Post-Unit

Use the resources below to assess student understanding of the unit content and action plan for future units.

Unit Prep

Intellectual Prep

Suggestions for how to prepare to teach this unit

Internalization of Standards via the Unit Assessment

Take unit assessment. Annotate for:
- Standards that each question aligns to
- Purpose of each question: spiral, foundational, mastery, developing
- Strategies and representations used in daily lessons
- Relationship to Essential Understandings of unit
- Lesson(s) that assessment points to

Internalization of Trajectory of Unit

Read and annotate “Unit Summary.”
Notice the progression of concepts through the unit using “Unit at a Glance.”
Do all target tasks. Annotate the target tasks for:
- Essential understandings
- Connection to assessment questions

Essential Understandings

The central mathematical concepts that students will come to understand in this unit

Quadratic functions are represented as parabolas in the coordinate plane with a vertical line of symmetry that passes through the vertex. The roots or solutions of a quadratic function are the $$x$$-intercepts of the graph where $$f(x)=0$$, and can be determined algebraically using the equation and the Zero Product Property.
Quadratic trinomials can sometimes be factored into the product of two linear binomials. Special factoring cases include a difference of two squares and perfect square trinomials. This factored form of a quadratic function, intercept form, is useful in revealing the zeros or solutions to a quadratic equation.

Vocabulary

Terms and notation that students learn or use in the unit

Quadratic functions	Greatest common factor
Second difference	Zero Product Property
Maximum/minimum	Intercept form
Line of symmetry	Linear binomial
Roots/solutions/$$x$$-intercepts	Quadratic trinomial
Parabola	Difference of two squares
Vertex	Perfect square trinomial

Materials

The materials, representations, and tools teachers and students will need for this unit

Graphing technology

Lesson Map

Topic A: Features of Quadratic Functions

Compare quadratic, exponential, and linear functions represented as graphs, tables, and equations.

F.IF.B.4 F.LE.A.2

Identify key features of a quadratic function represented graphically. Graph a quadratic function from a table of values.

F.IF.B.4 F.IF.C.7.A

Calculate and compare the average rate of change for linear, exponential, and quadratic functions.

F.IF.B.4 F.IF.B.6 F.LE.A.3

Topic B: Factoring and Solutions of Quadratic Equations

Factor quadratic expressions using the greatest common factor. Demonstrate equivalence between expressions by multiplying polynomials.

A.APR.A.1 A.SSE.A.2 A.SSE.B.3.A

Identify solutions to quadratic equations using the zero product property (equations written in intercept form).

A.APR.B.3 F.IF.C.8.A

Factor quadratic equations and identify solutions (when leading coefficient is equal to 1).

A.SSE.A.1.A A.SSE.B.3.A

Factor quadratic equations and identify solutions (when leading coefficient does not equal 1).

A.SSE.A.1.A A.SSE.B.3.A

Factor special cases of quadratic equations—difference of two squares.

A.SSE.A.1.A A.SSE.A.2 A.SSE.B.3.A

Factor special cases of quadratic equations—perfect square trinomials.

A.SSE.A.2 A.SSE.B.3.A

Solve quadratic equations by factoring. Compare solutions in different representations (graph, equation, and table).

A.SSE.B.3.A F.IF.C.8.A F.IF.C.9

Solve quadratic equations by taking square roots.

A.REI.B.4.B

Graph quadratic functions using $${x-}$$intercepts and vertex.

A.APR.B.3 F.IF.B.4 F.IF.C.7.A F.IF.C.8.A

Topic C: Interpreting Solutions of Quadratic Functions in Context

Interpret quadratic solutions in context.

A.CED.A.1 F.IF.B.4 F.IF.B.5 F.IF.C.8.A

Common Core Standards

Key

Major Cluster

Supporting Cluster

Additional Cluster

Core Standards

The content standards covered in this unit

Arithmetic with Polynomials and Rational Expressions

A.APR.A.1 — Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

Arithmetic with Polynomials and Rational Expressions

A.APR.A.1 — Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A.APR.B.3 — Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

Arithmetic with Polynomials and Rational Expressions

A.APR.B.3 — Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

Creating Equations

A.CED.A.1 — Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Creating Equations

A.CED.A.1 — Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Interpreting Functions

F.IF.B.4 — For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.

Interpreting Functions

F.IF.B.4 — For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.
F.IF.B.5 — Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.

Interpreting Functions

F.IF.B.5 — Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.
F.IF.B.6 — Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.

Interpreting Functions

F.IF.B.6 — Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.
F.IF.C.7 — Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.

Interpreting Functions

F.IF.C.7 — Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.
F.IF.C.7.A — Graph linear and quadratic functions and show intercepts, maxima, and minima.

Interpreting Functions

F.IF.C.7.A — Graph linear and quadratic functions and show intercepts, maxima, and minima.
F.IF.C.8 — Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

Interpreting Functions

F.IF.C.8 — Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
F.IF.C.8.A — Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

Interpreting Functions

F.IF.C.8.A — Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F.IF.C.9 — Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Interpreting Functions

F.IF.C.9 — Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Linear, Quadratic, and Exponential Models

F.LE.A.2 — Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

Linear, Quadratic, and Exponential Models

F.LE.A.2 — Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.LE.A.3 — Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

Linear, Quadratic, and Exponential Models

F.LE.A.3 — Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

Reasoning with Equations and Inequalities

A.REI.B.4 — Solve quadratic equations in one variable.

Reasoning with Equations and Inequalities

A.REI.B.4 — Solve quadratic equations in one variable.
A.REI.B.4.B — Solve quadratic equations by inspection (e.g., for x² = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

Reasoning with Equations and Inequalities

A.REI.B.4.B — Solve quadratic equations by inspection (e.g., for x² = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

Seeing Structure in Expressions

A.SSE.A.1 — Interpret expressions that represent a quantity in terms of its context Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.

Seeing Structure in Expressions

A.SSE.A.1 — Interpret expressions that represent a quantity in terms of its context Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.
A.SSE.A.1.A — Interpret parts of an expression, such as terms, factors, and coefficients.

Seeing Structure in Expressions

A.SSE.A.1.A — Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.A.2 — Use the structure of an expression to identify ways to rewrite it. For example, see x⁴ — y⁴ as (x²)² — (y²)², thus recognizing it as a difference of squares that can be factored as (x² — y²)(x² + y²).

Seeing Structure in Expressions

A.SSE.A.2 — Use the structure of an expression to identify ways to rewrite it. For example, see x4 — y4 as (x²)² — (y²)², thus recognizing it as a difference of squares that can be factored as (x² — y²)(x² + y²).
A.SSE.B.3 — Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.

Seeing Structure in Expressions

A.SSE.B.3 — Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.
A.SSE.B.3.A — Factor a quadratic expression to reveal the zeros of the function it defines.

Seeing Structure in Expressions

A.SSE.B.3.A — Factor a quadratic expression to reveal the zeros of the function it defines.

Foundational Standards

Standards covered in previous units or grades that are important background for the current unit

Expressions and Equations

8.EE.A.1

Expressions and Equations

8.EE.A.1 — Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3² × 3-5 = 3-3 = 1/3³ = 1/27.
8.EE.A.2

Expressions and Equations

8.EE.A.2 — Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

Interpreting Functions

F.IF.A.2

Interpreting Functions

F.IF.A.2 — Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

Linear, Quadratic, and Exponential Models

F.LE.A.1

Linear, Quadratic, and Exponential Models

F.LE.A.1 — Distinguish between situations that can be modeled with linear functions and with exponential functions.

Future Standards

Standards in future grades or units that connect to the content in this unit

Arithmetic with Polynomials and Rational Expressions

A.APR.C.4

Arithmetic with Polynomials and Rational Expressions

A.APR.C.4 — Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x² + y²)2 = (x² — y²)² + (2xy)² can be used to generate Pythagorean triples.
A.APR.C.5

Arithmetic with Polynomials and Rational Expressions

A.APR.C.5 — Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle. The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument.

Building Functions

F.BF.B.3

Building Functions

F.BF.B.3 — Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Creating Equations

A.CED.A.2

Creating Equations

A.CED.A.2 — Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Reasoning with Equations and Inequalities

A.REI.B.4

Reasoning with Equations and Inequalities

A.REI.B.4 — Solve quadratic equations in one variable.
A.REI.B.4.A

Reasoning with Equations and Inequalities

A.REI.B.4.A — Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)² = q that has the same solutions. Derive the quadratic formula from this form.
A.REI.B.4.B

Reasoning with Equations and Inequalities

A.REI.B.4.B — Solve quadratic equations by inspection (e.g., for x² = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
A.REI.C.7

Reasoning with Equations and Inequalities

A.REI.C.7 — Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x² + y² = 3.

Seeing Structure in Expressions

A.SSE.B.3

Seeing Structure in Expressions

A.SSE.B.3 — Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.
A.SSE.B.3.B

Seeing Structure in Expressions

A.SSE.B.3.B — Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

Standards for Mathematical Practice

CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 — Attend to precision.
CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.

Unit 6

Exponents and Exponential Functions

Unit 8

Quadratic Equations and Applications

Quadratic Functions and Solutions

Unit Summary

Assessment

Post-Unit

Unit Prep

Intellectual Prep

Essential Understandings

Vocabulary

Materials

Lesson Map

Common Core Standards

Core Standards

Arithmetic with Polynomials and Rational Expressions

Arithmetic with Polynomials and Rational Expressions

Arithmetic with Polynomials and Rational Expressions

Creating Equations

Creating Equations

Interpreting Functions

Interpreting Functions

Interpreting Functions

Interpreting Functions

Interpreting Functions

Interpreting Functions

Interpreting Functions

Interpreting Functions

Interpreting Functions

Linear, Quadratic, and Exponential Models

Linear, Quadratic, and Exponential Models

Linear, Quadratic, and Exponential Models

Reasoning with Equations and Inequalities

Reasoning with Equations and Inequalities

Reasoning with Equations and Inequalities

Seeing Structure in Expressions

Seeing Structure in Expressions

Seeing Structure in Expressions

Seeing Structure in Expressions

Seeing Structure in Expressions

Seeing Structure in Expressions

Foundational Standards

Expressions and Equations

Expressions and Equations

Expressions and Equations

Interpreting Functions

Interpreting Functions

Linear, Quadratic, and Exponential Models

Linear, Quadratic, and Exponential Models

Future Standards

Arithmetic with Polynomials and Rational Expressions

Arithmetic with Polynomials and Rational Expressions

Arithmetic with Polynomials and Rational Expressions

Building Functions

Building Functions

Creating Equations

Creating Equations

Reasoning with Equations and Inequalities

Reasoning with Equations and Inequalities

Reasoning with Equations and Inequalities

Reasoning with Equations and Inequalities

Reasoning with Equations and Inequalities

Seeing Structure in Expressions

Seeing Structure in Expressions

Seeing Structure in Expressions

Standards for Mathematical Practice

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