Unit 4

Quadratic Patterns
A couple reminders
1. Have your homework out before the bell rings
2. Label your homework (include date, assignment (section + question numbers)
3. If you forget your homework, make sure you have turn it in by next class, or
else…
4. CHECK YOUR HOMEWORK ANSWERS!!!!!!!!!
Self-Introduction
Answer the following questions:

1. Name
2. Hobby/Interest
3. One thing no one knows about you
Activity 1 - Reflecting on Attitude
1. Read “Attitude” by Charles Swindoll
2. Write a 1 paragraph reflection on
a. Something that stood out to you
b. How this can be applied in your life
Activity 2 - Write a letter to yourself
1. Get in groups of 3 or 4 and discuss the following:
a. what is the one thing that helps you succeed in math class
b. what is the one thing that makes you unsuccessful in math class
c. what is one thing you do (generally) to be successful academically?
d. What is one thing you do (in general) to be unsuccessful academically?
2. Write a letter to yourself
a. Make sure you include one thing you will change to be more successful in my class
b. Make sure you include on thing you will change to be more successful in ALL classes
3. Stick up the letter on your bedroom wall, take a picture, and submit the picture
 Unit 4
Intro to Quadratics: Expansion and Factorization
Expansion Law 1

Distributive Law
a(b+c) = ab + aca(b+c) = ab + ac
Simply Distribute
Let’s do these together
Check your answers
Expand and Simplify

** Collect like terms after distributions

Expand and Simplify
Check your answers
Expansion Law 2

Who can tell me what this law is called?

F. O. I. L
Simply FOIL
Bell-Ringer
Today’s Agenda
1. Expansion Law continued (perfect square, difference of two squares,
What do you notice about the middle terms??
What do you notice about the middle terms?

What does the exponent mean?

FOIL & Distribution Combo
Expansion Law 3

Difference of Two Squares

Simply Difference of Two Squares
Difference of Two Squares with Coefficients
Expansion Law 4

Perfect Square
Steps

Step 1: Square the first term

Step 2: Add twice the product of a and b
Step 3: Add on the square of the last term
Step 1: Square the first term

Step 2: Add twice the product of a and b

Step 3: Add on the square of the last term

Step 1: Square the first term

Step 2: Add twice the product of a and b

Step 3: Add on the square of the last term

Don’t let this trick you~

**After you expand, distribute the negative to ALL terms!!

(x + 3)³

Step 1: Use Perfect Square

Step 2: Then distribute with what’s remaining

What’s remaining? _______________________
Bell Ringer

Expand: (x + 3)³
Step 1: Use Perfect Square
Step 2: Then distribute with what’s remaining

What’s remaining? _______________________

Factorization Review
Factorization = reverse operation of expansion
Method 1: Using HCF or GCF

** ALWAYS looks to factor out the HCF when factoring!

1. Find the HCF (Highest Common Factor) and write it down in
front of the brackets
2. Divide the rest of the expression (take out HCF from the
expression)
3. If leading coefficient is negative, factor out a negative
Finding GCF through prime factorization

Steps:
1. Prime factorize each #
2. Multiply prime factors common to both #s
Ex: Find the GCF of 144 and 120
1. What’s the GCF we can take out?

2. What’s left on the inside?

Let’s try something a little bit tricky
Your turn!
Difference of two squares factorization

Difference of two squares factorization

a² – b² = (a + b)(a - b)

Can you factor the sum of two squares, a² + b² ?

Factoring Difference of Two Squares - Steps

Things to check for:

1. Check if “a” is a perfect square
2. Check if “b” is a perfect square
3. Check if we are subtracting the two
4. Insert into (a² – b²)
** Always Factor out HCF First **
Things to check for:
1. Check if “a” is a perfect square
2. Check if “b” is a perfect square
3. Check if we are subtracting the two
4. Insert into (a² – b²)
** Always Factor out Common Factors First **
Things to check for:
1. Check if “a” is a perfect square
2. Check if “b” is a perfect square
3. Check if we are subtracting the two
4. Insert into (a² – b²)
** Always Factor out HCF First **
Linear factor = factor that is raised to the 1 power
Bell-Ringer
Answer to Bell-Ringer
Perfect Square Factorization

Perfect Squares Factorization

a² + 2ab + b² = (a + b)²
a² – 2ab + b² = (a – b)²
Things to check for:
1. Check if first and last term is a perfect square
2. Check is the middle term is double the product of “a” and “b”
3. Insert into (a + b)² or (a – b)²
Things to check for:
1. Check if first and last term is a perfect square
2. Check is the middle term is double the product of “a” and “b”
3. Insert into (a + b)² or (a – b)²
** FACTOR OUT HCF FIRST **
Things to check for:
1. Check if first and last term is a perfect square
2. Check is the middle term is double the product of “a” and “b”
3. Insert into (a + b)² or (a – b)²
** FACTOR OUT HCF FIRST **
Factoring Expressions with Four Terms

Factoring Expressions with Four Terms:

1. Find pairs that share a common factor and rewrite
polynomial
2. Factor out GCF from each pair separately
3. Rewrite what’s left~
Ex 2) Factor 3ab + d + 3ad + b

Step 1: Find pairs that share a common factor

3ab + b + 3ad + d
Step 2: Factor out GCF from each pair separately
b(3a+1) + d(3a+1)
Step 3: Rewrite what’s left~
(b+d)(3a+1)
Example 3
Ex 4) Factor 2x + x³ + 7x² + 14

Step 1. Find pairs that share a common factor

Step 2. Factor out GCF from each pair separately

Step 3. Rewrite what’s left

Let’s practice, since this is a little bit confusing
Bell-Ringer
Review this unit

- Expansion Law
- Perfect Square
- Distribution
- FOIL
- Difference of two squares
- Factoring
- Using HCF
- Perfect Square
- Difference of two squares
- 4 terms
Monomial
A number, variable, or a product of numbers and variables with
whole number exponents
Degree of a Monomial
Degree of a monomial

- The SUM of the exponents of the variables

Polynomial

Polynomial
2 or more monomials connected by addition or subtraction
**Monomial is a polynomial that consists of exactly one term
Binomial = 2 monomials connected by addition or subtraction
Trinomial = 3 monomials connected by addition or subtraction
Degree of Polynomial = the degree of the term with the
GREATEST DEGREE
Polynomial Written in Standard Form

Polynomials with 1 variable are written in standard form

Standard form = in order of decreasing power (from largest to smallest)

Leading Coefficient = Coefficient of the first term when written in Standard Form

What is the leading coefficient?

Classifying Polynomials
First name = Based on Degree Last Name = Based on number of terms
Adding and Subtracting Polynomials

To add or subtract polynomials just combine like terms

Like Terms = monomials whose variables and exponents
match exactly
Bell Ringer

Find the Degree

1. 2x³ – 5x²y⁴ – 3x³y⁵
2. y = 2(3x-5)²(2x-3)(x-5)³
3. y = 3(x – 2)³(x² – 4)²(x³ – 5)³
Factor
1. –18x²y³z + 27xy⁴
2. 9x³ + 9x²y – x – y
Today’s Agenda
1. Go through Slide 73 and 74 (Take notes and do digestion activity)
2. Watch Video
Factoring Quadratic Trinomials

** BEFORE FACTORING ALWAYS FACTOR OUT GCF

FIRST!! **
** If Leading Coefficient is negative, factor out a negative
GCF!! **
Standard Form of Quadratic trinomial = ax²+ bx + c
Sum and Product Method
Solving x² + px + q = (x + a)(x + b)
- SUM of “a” and “b” must equal “p” (a + b = p)
- PRODUCT of “ab” must equal “q” (ab = q)
- If q is positive then the numbers have the same sign
- If q is negative, the numbers are opposite in sign
- Factor out GCF first before factoring
Digestion Activity:
PARAPHRASE the SUM and PRODUCT Method.
Jan 26th Class
https://www.youtube.com/watch?v=9MUDAr1PnlE

Task 1: Review (From beginning of video to 5 minutes and 37 seconds)

1. Watch Video and Take Notes
2. Rewatch Video
- Pause video when each question is presented
- Answer each question
- Play video to check your process and answers

Task 2: Factoring Trinomials when a = 1 (From 5:37 – 9:18 in video)

1. Watch Video and Take Notes
2. Rewatch Video
- Pause video when each question is presented
- Answer each question
- Play video to check your process and answers
The End
What in the world?
What do you answers mean??
Remove Common Factor First!!
Practice

1. –8x² + 50

2. x³ + 2x²y – 4x – 8y

3. 3m² + 9m - 30
Do you have a different method?
Come up and teach us~
Jan 30th Bell-Ringer

Without looking at anything, write down the sum and product

method, then teach it to someone next to you
Today’s Agenda

Factoring for ax² + bx + c when a > 0 using Splitting

the Middle Terms method
Splitting the Middle Terms

** Used when there is no common factor to factor out

ax² + bx + c when a > 0

Step 1 Find two numbers “p” and “q” whose sum is b and
whose product is ac
Step 2 Replace “bx” by “px + qx”
Step 3 Complete the factorization
Activity
1. Look at the steps
2. Break it down
3. Make it your own
4. Create your own version
5. Teach someone
Splitting the Middle Terms - Mr. Oh’s digested version
** Used when there is no common factor to factor out

1. Multiply leading coefficient with constant

2. Find 2 terms whose sum is “b” and product is “value from step 1”
3. Replace middle term with those terms (check coefficient ratio of terms)
4. Factor by grouping
Ex 1)
Step 1: Multiply leading coefficient and constant

Step 2: Find numbers whose

Sum = ___ (aka “b”) Product = ___ (value from step 1)

Step 3: Replace middle term with values from step 2

Step 4: Check Ratio

Step 5: Factor by Grouping

Ex 2)
Step 1: Multiply leading coefficient and constant

Step 2: Find numbers whose

Sum = ___ (aka “b”) Product = ___ (value from step 1)

Step 3: Replace middle term with values from step 2

Step 4: Check Ratio

Step 5: Factor by Grouping

Ex 3)
Step 1: Multiply leading coefficient and constant

Step 2: Find numbers whose

Sum = ___ (aka “b”) Product = ___ (value from step 1)

Step 3: Replace middle term with values from step 2

Step 4: Check Ratio

Step 5: Factor by Grouping

Ex 4)
Ex 5) 3x² + 17x +10
Ex 6) 6x² - 11x -10
Ex 7) 12x² + 11x – 15
Feb 1st Class

1. Watch Video and Take Notes

https://www.youtube.com/watch?v=2MKigAgPZMQ

2. Rewatch Video
- Pause video when each question is presented
- Answer each question
- Play video to check your process and answers
Feb 5th Class
Quadratic Equations

Quadratic Function: a function with degree 2 and positive integer

exponents that can be expressed in:
ax² + bx + c = 0 where a, b, c are constants and a ≠ 0
- ax² = quadratic term
- bx = linear term
- c = constant
Is this a quadratic equation?? Why or why not?
Quadratic Function Facts!
1. It forms a Parabola
2. If “a” is positive, the parabola opens upward
3. If “a” is negative, the parabola opens downward
Finding “y” Given “x”

What does the answer mean? Explain to someone near you.

Do the points lie on the parabola??
Axis of Symmetry & Vertex

Axis of symmetry
- a vertical line that divides a parabola into two symmetrical
halves.
- ALWAYS takes the form x =
- Is the x-value of the VERTEX of the parabola
Vertex
- The maximum or minimum value of the parabola (aka turning
point)
Finding the Axis of Symmetry and Vertex
Steps:

1. Find Axis of Symmetry Using

2. Input value to get the y value

Find the axis of symmetry and vertex

y = 2x² + 4x + 5
Bell-Ringer (Feb 7th)

1. Given y = x² + 4x – 5, find the value of x if y = – 9

2. What is the axis of symmetry?

3. What is the vertex?

4. How can we find the axis of symmetry and vertex?

5. When do we use splitting the middle terms method?

Graphing Calculator

1. Adjusting the window

a. x-min : minimum value of x on the graph
b. x-max : maximum value of x on the graph
c. y-min : minimum value of y on the graph
d. y-max : maximum value of y on the graph
Investigation
Bell-Ringer
1. Review Investigation
a. What does “k” do?
b. What does “h” do?
c. What does “a” do?
Solving Quadratic Equations

1. What does is mean to solve?

- The Solution to a quadratic equation is where the parabola
hits the x-axis

2. There can be 3 different answers:

How to Solve Quadratic Equations

1. Graphing

2. Factoring

3. Completing the Square

4. Quadratic Formula
Solve by Graphing
Steps:
1. Put the equation in standard form
2. Substitute “y” in for 0
3. Find axis of symmetry (x=-b/2a)
4. Find the vertex by substituting the x value from step 3 into the original function
5. Make a t-chart and find at least 2 points
6. Find the images of those 2 points of the axis of symmetry
7. Connect the points and label your curve
8. Approximate where the parabola hits the x - axis
Solve by Graphing
x² – 6x + 5 = 0
Steps:
1. Put the equation in standard form
2. Substitute “y” in for 0
3. Find axis of symmetry (x=-b/2a)
4. Find the vertex by substituting the x value from step 3 into the original function
5. Make a t-chart and find at least 2 points
6. Find the images of those 2 points of the axis of symmetry
7. Connect the points and label your curve
8. Approximate where the parabola hits the x - axis
2x² – x – 3 = 0

Steps:
1. Put the equation in standard form
2. Substitute “y” in for 0
3. Find axis of symmetry (x=-b/2a)
4. Find the vertex by substituting the x value from step 3 into the original function
5. Make a t-chart and find at least 2 points
6. Find the images of those 2 points of the axis of symmetry
7. Connect the points and label your curve
8. Approximate where the parabola hits the x - axis
Solve by graphing using technology
Steps:

1. Push “y=” and plug in equation

2. Push “zoom” then “square” OR adjust window accordingly
3. When finding minimum or maximum
- Push “2nd” then “trace” then “minimum” or “maximum” and mark boundaries
4. When finding solution (or zeroes)
- Push “2nd” then “trace” then “zero” and mark boundaries
- Repeat!
Solving by Factoring Intro

If the equation is in the form x² = k (k is a constant)

Null Factor Law Review

If quadratic equation is in factorized form we apply the Null Factor

Law
Null Factor Law
When the product of two or more numbers is zero, then at least
one of them must be zero.
If ab = then a = 0 or b = 0
What does that mean?
Solving by Factoring
Bell-Ringer
1. Summarize and refine your notes from last class (solving by graphing &
factoring)

2.
Bell Ringer
1. How do do you find the vertex of a parabola?
2. How does k affect the graph? (why is affect spelled with an “a” here?
a. 2 answers
3. How does “h” affect the graph?
a. What happens when h is negative?
b. What happens when h is positive?
4. How does “a” affect the graph
a. When does what happen?
b. What happens when “a” is positive?
c. What happens when “a” is negative?
Today’s Agenda
So far we learned how to solve quadratic equations:

- Graphically
- Factoring

Today we will learn to solve quadratic equations by:

- Completing the square

- Quadratic Formula
Solving Quadratics - Method 3
Completing the Square
** CAN ONLY BE DONE IF THE LEADING COEFFICIENT IS 1 **
Steps:
1. Write the equation with the constant term on the right of the =
2. Divide the coefficient of the linear term by 2 and square it
3. Add the value from step 2 to both sides of the equation
a. If it is not a whole number, leave it in fractional form – NO DECIMALS
4. Factor the left side (USE VALUE FROM STEP 2, ALREADY PERFECT SQUARE)
5. Solve by taking the square root of both sides
6. Simplify
Let me demonstrate

** CAN ONLY BE DONE IF THE LEADING COEFFICIENT IS 1 **

1. Write the equation with the constant term on the right of the =
2. Divide the coefficient of the linear term by 2 and square it
3. Add the value from step 2 to both sides of the equation
a. If it is not a whole number, leave it in fractional form – NO DECIMALS
4. Factor the left side (USE VALUE FROM STEP 2, ALREADY PERFECT
SQUARE)
5. Solve by taking the square root of both sides
6. Simplify
Solve by completing the square

** Check if the leading coefficient is 1 **

1. Write the equation with the constant term on the right of the =
2. Divide the coefficient of the linear term by 2 and square it
3. Add the value from step 2 to both sides of the equation
a. If it is not a whole number, leave it in fractional form – NO DECIMALS
4. Factor the left side (USE VALUE FROM STEP 2, ALREADY PERFECT
SQUARE)
5. Solve by taking the square root of both sides
6. Simplify
Solve by completing the square

** Check if the leading coefficient is 1 **

1. Write the equation with the constant term on the right of the =
2. Divide the coefficient of the linear term by 2 and square it
3. Add the value from step 2 to both sides of the equation
a. If it is not a whole number, leave it in fractional form – NO DECIMALS
4. Factor the left side (USE VALUE FROM STEP 2, ALREADY PERFECT
SQUARE)
5. Solve by taking the square root of both sides
6. Simplify
What if the coefficient isn’t 1?
Try this..
Discriminant = b² - 4ac (from standard equation)
If discriminant > 0 then 2 real roots (aka solutions)
If discriminant = 0 then 1 real root (aka solution)
If discriminant < 0 then 2 imaginary roots (aka solutions)
Bell Ringer
1. Go over investigation findings from (quadratic transformations)

How does “a” affect the graph

How does “k” affect the graph

How does “h” affect the graphs

Expansion (Distribution, FOIL, Perfect Square, Difference of two Squares)

Factoring (HCF, Perfect Squares, Difference of Two Squares, Sum and Product Method,
Splitting the Middle Terms)

Solving Quadratics (Null Factor Law, Graphing (by hand and graphing calculator),
Completing the Square, Quadratic Formula

Transformations
Bell Ringer

Take Notes:
Standard form of a quadratic equation: ax² + bx + c = 0
Vertex Form of a quadratic functions: y = a (x − h)² + k
Answer these questions
1. How does “a” affect the graph
2. How does “k” affect the graph
3. How does “h” affect the graphs
Vertex Form of a Quadratic = a(x-h)^2 + k

“a” - If “a” is positive, parabola opens UPWARD

- If “a” is negative, parabola opens DOWNWARD

- If “a” is less than -1 or greater than 1, parabola gets THINNER
- If “a” is between -1 and 1, parabola gets WIDER
- If a is a fraction, then parabola gets wider

“K” = Vertical Movement

- If positive, moves parabola UP

- If negative, moves parabola DOWN
“H” - Horizontal Movement

- Inside the parenthesis, you move opposite of the sign

- If (x+h) then move left
- If (x-h) then move right

Vertex = (h,k)

Axis of symmetry: -b/2a = x (line of reflection) When ax^2 + bx + c = 0

X- intercept = where the graph crosses the x-axis (where y = 0)

- Finding the “zeros” = solution to the quadratic equation

Y-intercept = where the graph crosses the y-axis (where x = 0)

- Input “0” for x-values

Domain and Range

Domain - All possible x-values

Range = All possible y-values

Solving Quadratic Equations by Square Roots
Steps:

1. Isolate the part of the equation that is squared

2. Take the square root of both sides
3. Solve for x

Remember to:

1. Include the positive and negative square root in the answer

2. If you have to take the square root of a negative number there is no real
solution to the quadratic equation
Steps:
1. Isolate the part of the equation that is squared
2. Take the square root of both sides
3. Solve for x
Remember to:
1. Include the positive and negative square root in the answer
2. If you have to take the square root of a negative number there is no
real solution to the quadratic equation
Steps:
1. Isolate the part of the equation that is squared
2. Take the square root of both sides
3. Solve for x
Remember to:
1. Include the positive and negative square root in the answer
2. If you have to take the square root of a negative number there is no
real solution to the quadratic equation
Steps:
1. Isolate the part of the equation that is squared
2. Take the square root of both sides
3. Solve for x
Remember to:
1. Include the positive and negative square root in the answer
2. If you have to take the square root of a negative number there is no
real solution to the quadratic equation
Steps:
1. Isolate the part of the equation that is squared
2. Take the square root of both sides
3. Solve for x
Remember to:
1. Include the positive and negative square root in the answer
2. If you have to take the square root of a negative number there is no real solution
to the quadratic equation
An equation of the graph y = (x-2)^2 -4 is shown. Two points on the parabola have
y-coordinates of 4. Find the x-coordinates of these points. R
Mrs. Pirzada is building a retaining wall along one of the long sides of her
rectangular garden. The garden is twice as long as it is wide. It also has an area of
578ft^2. What will be the length of the retaining wall?
Problem Solving #1
The difference between a number and its square is 20. Find the number.
Problem Solving #2
Review Day
1. Application Problem
2. When to use what (for factoring)
3. Mixed Factoring Worksheet
Resources
Mixed Factoring Worksheet (4.7 Answer KEY on Schoology)

Expanding
- Chapter 4 Review Set A
- Chapter 4 Review Set B
Factoring
- Chapter 9 Review Set A
- Chapter 9 Review Set B
Solving Quadratic Equations
- Chapter 18 Review Set A
- Chapter 18 Review Set B
Graphing/Application
- Chapter 21 Review Set A #1-7
- Chapter 21 Revew Set B #1-7
Application Problem
The projectile motion of a rocket is -16x - 4x²

Find the vertex

Make a table of values to graph this function

When will it reach its maximum height

What will its maximum height be?

When will it hit the ground again?

How long does it take for the rocket to reach 10 units

Quadratic Song

Negative b plus minus root b squared minus 4ac over 2a

Technology Day
Learning Objective:

Learning how to use the graphing calculator

- Adjusting the window

- Setting boundaries
- Finding solutions to quadratic equations
- Finding the vertex
- Finding y for any given x value
Solve by graphing using technology
Steps:

1. Push “y=” and plug in equation

2. Push “zoom” then “square” OR adjust window accordingly
3. When finding minimum or maximum
- Push “2nd” then “trace” then “minimum” or “maximum” and mark boundaries
4. When finding solution (or zeroes)
- Push “2nd” then “trace” then “zero” and mark boundaries
- Repeat!
Graphing Calculator

1. Adjusting the window

a. x-min : minimum value of x on the graph
b. x-max : maximum value of x on the graph
c. y-min : minimum value of y on the graph
d. y-max : maximum value of y on the graph
Marking Boundaries
Marking boundaries

- you are telling the calculator from where to where to look for the answer.
- In other words the starting point and ending point of where the calculator should
look for the answer.

If the calculator asks, “left bound?”

- You are setting the starting point of where the calculator should look for the answer

If the calculator asks, “right bound?”

- You are setting the ending point of where the calculator should look for the answer
Let’s practice by finding the vertex and x-intercepts

-x² + 4x + 5