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Forming Quadratics
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Homework
  • Improving Individual Solutions to the Assessment Task (10 minutes)
      • Return to students their original assessment task Quadratic Functions, as well as a second blank copy of the task.
        • Look at your original responses, and think about what you have learned in this lesson.
        • Using what you have learned, try to improve your work.
      • If you have not added questions to individual pieces of work, then write your list of questions on the board.

      Students should select from this list only the questions they think are appropriate for their own work.

  • Solutions: Quadratic Functions
        1. A matches 3, because it has two positive roots and a positive y-intercept.

          B matches 4, because it has one positive and one negative root.

          C matches 1, because it is the only function with no roots.

          D matches 2 because it is the only function with a maximum value.

        2. P (6,8); Q (−8,0); R(4,0); S(0, −48).

        1. y = (x − 3)2 − 4 or y = x2 − 6x + 5

        2. y = (x − 5)(x − 1). The function crosses the x-axis at (5,0) and (1,0).

  • Solutions: Matching the Dominos
    • Cards should be placed in this order:

      A

      y = x2 + 2x − 35

      y = (x − 5)(x + 7)

      y = (x +1)2 − 36

      H

      y = x2 − 8x + 15

      y = (x − 3)(x − 5)

      y = (x − 4)2 − 1

      E

      y = −x2 − 6x + 16

      y = −(x − 8)(x − 2)

      y = −(x +3)2 + 25

      F

      y = x2 − 16

      y = (x − 4)(x + 4)

      y = (x − 0)2 − 16

      B

      y = x2 + 8x + 15

      y = (x − 5)(x + 3)

      y = (x + 4)2 − 1

      G

      y = x2 − 8x + 17

      No roots

      y = (x − 4)2 + 1

      J

      y = x2

      y = (x − 0)(x + 0)

      y = (x − 0)2 + 0

      C

      y = x2 − 8x + 16

      y = (x − 4)(x − 4)

      y = (x − 4)2 + 0

      D

      y = −x2 + 8x −15

      y = −(x − 3)(x − 5)

      y = −(x − 4)2 + 1

      I

      y = −½x2 + 4x − 7.5

      y = − (x − 3)(x − 5)
      2
      y = − (x − 4)2 + 1
      2 2
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