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oom Quadratic Functions

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Functions in Standard Form: The Role of ‘c’ Name: ____________________
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the parabola to the _________;
the parenthesis will shift
STOP Adding to the number inside will shift the parabola to
the _________.
from2.the of each quadratic function.
number inside the parenthesis
Practice. Find the vertex
© Lauren Fulton, 2018
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I. 9 : = (: + >) + X

Vertex = __________________
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Vertex = ___________________

© Lauren Fulton, 2018

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© Fulton Math, 2018

 Key Features of Quadratic Functions
With a Focus on Roots – Why We Factor
Name: ____________________
Guided Notes Date: ___________ Pd. ______

1. The following binomials (factors), when multiplied, create the equation of the parabola below.

(x - 1)(x + 4)

a. Below is a list of vocabulary words that describe key features of the graph of the quadratic function.
See how many you can match.
Roots Vertex
X-Intercepts Axis of Symmetry
Zeros Minimum
Solutions Y-Intercept

STOP Pause for class check and discussion.

b. What do you notice about the relationship between the binomials (factors) and the graph of the
quadratic function?

c. Why do you think the x-intercepts can also be called zeros?

© Lauren Fulton, 2018

2. The following binomials, when multiplied, create the equation of the graph below.

-(x - 3)(x + 2)

a. What do you notice about the relationship between the factors (binomials) and the graph of the
function?

b. Below is a list of vocabulary words that describe key features of the graph of the function. See how
many you can match:

Roots Vertex
X-Intercepts Axis of Symmetry
Zeros Maximum
Solutions Y-Intercept

c. What are the roots/zeros/solutions/x-intercepts of the graph above?

STOP Pause for class check & discussion.

There are many different features of quadratic functions. For the next several days we are going to be
focusing on ____________________________________________________________________________________________________________.

© Lauren Fulton, 2018

2. The following binomials, when multiplied, create a quadratic equation.

f(x) = (x - 7)(x - 9)

FOIL: f(x) = ______________________

a. Plot the x-intercepts of the quadratic function, f(x), on the graph above.

STOP Pause for class discussion.

3. Practice.

I. (x + 8)(x – 2)

Roots: ________________

II. (2x – 7)(x + 1)

Zeros: ________________

© Lauren Fulton, 2018

3. Practice. Cont...

III. 𝒙𝟐 + 𝟕𝒙 + 𝟏𝟐

a. Is the above equation quadratic? Why or why not?

b. Will this function cross the x-axis? Will it have roots?

STOP Pause for class discussion.

Could you find the roots/x-intercepts/zeros/solutions from the equation above? Why or why not?

How is this equation different from the rest we’ve looked at today? What would you have to do to the
equation in order to find the roots?

© Lauren Fulton, 2018

 Key Features of Quadratic Functions
With a Focus on Roots – Why We Factor
Name: ____________________
Guided Notes - KEYS Date: ___________ Pd. ______

1. The following binomials (factors), when multiplied, create the equation of the parabola below.

(x - 1)(x + 4)
Roots
X-Intercepts 𝑥 B + 3𝑥 − 4
Solutions
Zeros

Axis of Symmetry

Vertex Y-Intercept
Minimum
a. Below is a list of vocabulary words that describe key features of the graph of the quadratic function.
See how many you can match.
Roots Vertex
X-Intercepts Axis of Symmetry
Zeros Minimum
Solutions Y-Intercept

STOP Pause for class check and discussion. I find that most of my students can identify the
vertex, axis of symmetry, y-intercept, minimum & x-intercepts on their own. Many of them
notice that four of the vocabulary words are plural and know they must describe the x-intercepts
(since there are two of them.) We are going to come back to this graphic each time we focus in on a key
feature. This lesson is focusing on roots, so you’ll want to place an emphasis on these vocabulary
words.
b. What do you notice about the relationship between the binomials (factors) and the graph of the
quadratic function? Students should notice that they are opposites. If you see that many of them do not
notice this on their own, call on a student who has noticed it to share their findings with the class –
after the student shares that the factors & roots are opposites, ask the students in the class to take a
second and see if they are correct.

© Lauren Fulton, 2018

2. The following binomials, when multiplied, create the equation of the graph below.

-(x - 3)(x + 2)
Roots
X-Intercepts −𝑥 B + 𝑥 + 6 Vertex
Solutions Maximum
Zeros

Y-Intercept

Axis of Symmetry

a. What do you notice about the relationship between the binomials (factors) and the graph of the
function?
You are looking for them to see that the roots and the factors are opposites.

b. Below is a list of vocabulary words that describe key features of the graph of the function. See how
many you can match: They should definitely be able to match them all this time – and should notice
the difference between the maximum and the minimum.

Roots Vertex
X-Intercepts Axis of Symmetry
Zeros Maximum
Solutions Y-Intercept

c. What are the roots/intercepts/zeros/solutions of the graph above? x = 3, -2

STOP Pause for class discussion.

There are many different features of quadratic functions. For the next several days we are going to be
focusing on finding and identifying roots, zeros, x-intercepts and solutions of quadratic functions.
© Lauren Fulton, 2018
2. The following binomials, when multiplied, create a quadratic equation.

f(x) = (x - 7)(x - 9)

FOIL: f(x) = 𝒙𝟐 − 𝟏𝟔𝒙 + 𝟔𝟑

a. Plot the x-intercepts of the quadratic function, f(x), on the graph above.

STOP Pause for class discussion.

3. Practice.

I. (x + 8)(x – 2)

Roots: 2, -8

II. (2x – 7)(x + 1)

Zeros: 7/2, -1

© Lauren Fulton, 2018

3. Practice. Cont...

III. 𝒙𝟐 + 𝟕𝒙 + 𝟏𝟐

Roots: ________________

STOP Pause for class discussion. Unless you have a truly gifted student, they won’t be able to
find the roots since the equation is not factored. (But for the record, the roots are -3, -4.)

Could you find the roots from the equation above? Why or why not?
Answers will vary. You’re looking for them to say because the equation has already been FOILed, the
binomials have already been multiplied, etc.

How is this equation different from the rest of the equations we’ve looked at today? What would you
have to do to find the roots (besides graph the function)? Un-FOIL is the popular word my students use,
or “undo.” You’re basically looking for them to realize they have to go backwards – or get to the
factors/binomials. This is where you introduce the word ”factoring” to them and have a discussion
about why we need factoring.

© Lauren Fulton, 2018

 More Great Products
Escape the Ro o m
Quadratic Equation in Vertex Form
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parenthesis, and we changed and discussion.
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© Lauren Fulton, 2018
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@ the x-intercepts
I. 9 : = (: + >) + X can also be calle
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II. -
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Vertex = ___________________

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discussion.
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