Standard Form of Quadratic Functions TEACHER NOTES

MATH NSPIRED

Math Objectives
 Students will be able to predict how a specific change in the
value of a will affect the shape of the graph of the quadratic
f( x )  ax 2  bx  c .
 Students will be able to predict how a specific change in the
value of c will affect the position of the graph of the quadratic
f( x )  ax 2  bx  c .
 Students will be able to describe how changes in a and b will
affect the coordinates of the vertex of the quadratic Tech Tips:
f( x )  ax 2  bx  c resulting in both horizontal and vertical shifts.  This activity includes screen
 Students will be able to utilize the values of a and b to predict captures from the TI-Nspire

the coordinates of the vertex and the axis of symmetry. CX handheld. It is also

 Students will make sense of problems and persevere in appropriate for use with the
solving them (CCSS Mathematical Practice). TI-Nspire family of products
including TI-Nspire software
Vocabulary and TI-Nspire App. Slight
 compression  standard form variations to these directions
 parameters  vertex may be required if using
other technologies besides
About the Lesson the handheld.
 This lesson involves utilizing sliders to determine the effect the  Watch for additional Tech
parameters have on the graph of a quadratic in standard form. Tips throughout the activity
 Students will manipulate sliders and make conjectures about for the specific technology
the relationship between: you are using.
 The value of a in the equation f( x )  ax 2  bx  c and the  Access free tutorials at
shape of the graph. http://education.ti.com/calcul
 The value of c and the position of the graph with respect to ators/pd/US/Online-
the horizontal axis. Learning/Tutorials
 The values of a and b and the coordinates of the vertex.
Lesson Files:
Student Activity
TI-Nspire™ Navigator™
 Standard_Form_of_Quadrat
 Use Live Presenter to demonstrate how to utilize sliders. ic_Functions_Student.pdf
 Use Class Capture to monitor students’ progress.  Standard_Form_of_Quadrat
ic_Functions_Student.doc
 Use Quick Poll to assess students’ understanding.
TI-Nspire document
Activity Materials  Standard_Form_of_Quadrat
ic_Functions.tns
Compatible TI Technologies: TI-Nspire™ CX Handhelds,

TI-Nspire™ Apps for iPad®, TI-Nspire™ Software

©2014 Texas Instruments Incorporated 1 education.ti.com

 Standard Form of Quadratic Functions TEACHER NOTES
MATH NSPIRED

Discussion Points and Possible Answers

Move to page 1.2.

This page has the graph of a parabola in the standard form with
a point P on the graph.

1. Set a = 1, b = 0, and c = 0. Note that point P has coordinates

(2, 4). Click the slider to increase the value of a. Observe the
effect on point P when a > 1. In the table below, list the
coordinates of point P for four values of a > 1. Describe what
happens to the y-value of point P as the value of a increases.

Sample Answers:

a= 1.2 1.5 2 2.5

P-coordinates (2, 4.8) (2, 6) (2, 8) (2, 10)

For a  1, the parabola would open up and be vertically stretched in a positive direction.

Teacher Tip: The table above lists a sample of possible correct answers.
Students’ P-coordinates will vary depending upon their choices of values
for a.

Tech Tip: Students will need to increase the size of the window to
see some of these coordinates. In order to increase the window size, press
Menu > Window / Zoom > Zoom – Out.

Tech Tip: To increase the window size, press > Window / Zoom
> Window Settings... and increase the window accordingly.

TI-Nspire Navigator Opportunity: Class Capture/Live Presenter

See Note 1 at the end of this lesson.

2. a. Lisa says that when a < –1 she sees the y-values being vertically stretched away from the
x-axis. Describe how it is similar yet different from the behavior of the function when a > 1.
Use the slider to verify your answer.

©2014 Texas Instruments Incorporated 2 education.ti.com

 Standard Form of Quadratic Functions TEACHER NOTES
MATH NSPIRED

Answer: The y-values are being stretched away from the x-axis both when a < –1 and
when a > 1, but when a < –1, the y-values are negative. Thus, for a < –1, the parabola
would open down and be stretched vertically away from the x-axis in a negative direction.

b. Write a sentence to explain the effect that a change in the value of a (for a > 1 or a < –1)
has on the graph of the function f( x )  ax 2  bx  c . Explain why this happens.

Answer: When x is squared, it always becomes positive. That result is then multiplied by
the value of a. If a  1 , the function is stretched vertically away from the x-axis.

Teacher Tip: Students will not naturally work with the absolute value
function here. You may have to help direct them toward the idea that if
a  1, the parabola is stretched vertically away from the x-axis.

TI-Nspire Navigator Opportunity: Quick Poll ((x,y) Numerical Input)

See Note 2 at the end of this lesson.

3. a. Set a = 1, b = 0, and c = 0. Click the slider to examine the effect of values of a when 0 < a < 1.
What happens to the y-value of P?

Answer: The y-value of P decreases but is still positive. When 0 < a < 1, the parabola
opens up and is compressed toward the x-axis.

b. Set a = –1, b = 0, and c = 0. Click the slider to examine the effect of values of a when –1 < a < 0.
What happens to the y-value of P?

Answer: At a = –1, the y-value of P is -4. When –1 < a < 0, the parabola opens down and
is compressed toward the x-axis.

c. Explain why this is called a vertical shrink or compression.

Answer: The value of a determines whether the parent function, y  x 2 , has been
vertically stretched or compressed. If a  1, the function is stretched away from the x-axis.
If 0  a  1, the function is compressed toward the x-axis.

4. Changing the value of a appears to change all of the points on the parabola except the y-intercept.
Adjust each slider one at a time and observe the effect on the y-intercept. How is the location of
the y-intercept related to the values of the three sliders?

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 Standard Form of Quadratic Functions TEACHER NOTES
MATH NSPIRED

Answer: Neither variable a nor variable b has any effect on the y-intercept. The value of
parameter c exactly matches the y-coordinate of the y-intercept.

5. Given the parabola f1( x )  ax 2  bx  c , set a = 1 and b = 0. Adjust the slider to change the
value of c. Explain why and how the graph is changing.

Answer: Changes in the value of c shift the parabola vertically c units. Since f( x )  ax 2  bx  c ,
as you increase the value of c, the y-value also increases. When you decrease the value of c,
the y-value also decreases.

Move to page 2.1.

This page has the graph of a parabola in the standard form,

f1( x )  ax 2  bx  c, with the coordinates of the vertex given.

6. Set a = 1, b = 0, and c = 0. Click the slider to change the

value of the variable b. In the table below, fill in the
coordinates of the vertex for the given parabolas.

Answers:
f( x )  x 2 f( x )  x 2  x f ( x )  x 2  2x f( x )  x 2  3x f( x )  x 2  4x
V: (0, 0) V: (–0.5, –0.25) V: (–1, –1) V: (–1.5, –2.25) V: (–2, –4)
a=1 b=0 a=1 b=1 a=1 b=2 a=1 b=3 a=1 b=4
f( x )  x 2  x f ( x )  x 2  2x f( x )  x 2  3x f( x )  x 2  4x
V: (0.5, –0.25) V: (1, –1) V: (1.5, –2.25) V: (2, –4)
a = 1 b = –1 a = 1 b = –2 a = 1 b = –3 a = 1 b = –4

7. Using the information from the table above, write a rule to determine the x-coordinate of the vertex.
Explain your reasoning.

b
Answer: The x-coordinate of the vertex is x  . The vertex of the parabola lies on the axis
2a
b
of symmetry, whose equation is x  .
2a

TI-Nspire Navigator Opportunity: Quick Poll (Open Response)

See Note 3 at the end of this lesson.

©2014 Texas Instruments Incorporated 4 education.ti.com

 Standard Form of Quadratic Functions TEACHER NOTES
MATH NSPIRED

Teacher Tip: Students might have difficulty determining the correct

b
equation. The first guess might be  . The next few questions will guide
2
them to seeing the correct relationship. Be patient and help lead them to
their discovery.

Teacher Tip: During this lesson, you may want to connect what students
are seeing graphically with the algebra of completing the square. If you
b   b2 
2

rewrite f( x )  ax 2  bx  c in the form y  a  x    c   , students
 2a   4a 
can see that a change in either a or b will shift the vertex both horizontally
and vertically.

8. Set a = 2, b = 0, and c = 0. Click the slider to change the value of the variable b. In the table
below, fill in the coordinates of the vertex for the given parabolas.

Answer:
f ( x )  2x 2 f ( x )  2x 2  x f ( x )  2x 2  2x f ( x )  2x 2  3 x f ( x )  2x 2  4 x
V: (0, 0) V: (–0.25, –0.125) V: (–0.5, –0.5) V: (–0.75, –1.125) V: (–1, –2)
a=2 b=0 a=2 b=1 a=2 b=2 a=2 b=3 a=2 b=4
f ( x )  2x 2  x f ( x )  2x 2  2x f ( x )  2x 2  3 x f ( x )  2x 2  4 x
V: (0.25, –0.125) V: (0.5, –0.5) V: (0.75, –1.125) V: (1, –2)
a = 2 b = –1 a = 2 b = –2 a = 2 b = –3 a = 2 b = –4

9. Based upon the information from the table above, check question 7 to see if the rule you wrote
is correct. If not, make the necessary changes and answer the following questions.
a. Predict the x-value of the vertex of the parabola f ( x )  3x 2  6x. Use the sliders to check
your answer.

Answer: To find the x-coordinate of the vertex, use the fact that a = 3 and b = –6 to
b   6 
substitute into the equation x  . You obtain x   1.
2a 2 3

b. Explain how to determine the y-value of the vertex without using the sliders.

Answer: To obtain the y-value of the vertex, substitute x = 1 into the equation y  3x 2  6x
to get the y-value of –3. Thus, the vertex is located at the point (1, –3).

©2014 Texas Instruments Incorporated 5 education.ti.com

 Standard Form of Quadratic Functions TEACHER NOTES
MATH NSPIRED

10. The axis of symmetry is the line about which a parabola can be reflected without changing its
position. Which point does the line of symmetry go through?

b
Answer: The axis of symmetry always goes through the vertex and has the equation x  .
2a

11. Write the equations, in standard form, for two parabolas that have the same axis of symmetry
but different values of a. Check the work by adjusting the sliders.

Sample Answer: There are an infinite number of possible answers. For example f( x )  x 2  1
and g( x )  3 x 2  2 are both symmetrical with respect to the y-axis, x = 0.

12. Describe the difference between a vertical shift and a vertical stretch or compression.

Answer: A vertical shift slides the entire graph of the function up or down in a vertical direction.
A vertical stretch or compression leaves the vertex in the same position but stretches (or
compresses) the rest of the graph.

13. What effect does the value of c have on the x-coordinate of the vertex of the parabola
f( x )  ax 2  bx  c ? What effect does the value of c have on the y-coordinate of the vertex?
Explain why this is so.

Answer: The value of c has no effect on the x-coordinate of the vertex of the parabola
f( x )  ax 2  bx  c . This is because the x-value of the vertex is related only to the a and b values
b
with the formula x  . A change in the value of c vertically shifts the y-coordinate of the vertex.
2a
Substitute the x-value of the vertex into the equation f ( x )  ax 2  bx  c to obtain the y-value.

14. a. Write an equation for a parabola that opens up with a vertex of (1, 4).

Sample Answer: A possible equation is f( x )  2x 2  4x  6.

b. Explain how you obtained your answer.

Sample Answer: To write an equation for a parabola with a vertex whose x-coordinate is 1, you
b
must find a and b values such that  1. There are an infinite number of solutions.
2a
Since the parabola opens up, you know that a must be a positive number. You can choose a = 2,
and then obtain b = –4.

©2014 Texas Instruments Incorporated 6 education.ti.com

 Standard Form of Quadratic Functions TEACHER NOTES
MATH NSPIRED

Utilize the coordinates of the vertex, and the values of a and b. To obtain a y-value of 4,
substitute x = 1 into the equation f ( x )  2x 2  4x  c, set the equation equal to 4, and solve for c.
In this case, you obtain c = 6.
Thus, an equation is f ( x )  2x 2  4x  6. However, there are an infinite number of other possible
equations with a vertex of (1, 4).

c. Why is there more than one possible correct equation?

Sample Answer: Since you only have the coordinates of the vertex, you know about the
relationship between a and b, but not the specific values of a and b.

TI-Nspire Navigator Opportunity: Quick Poll (Equations)

See Note 4 at the end of this lesson.

15. a. Write an equation for a parabola that opens down with a vertex of (1, 4).

Sample Answer: A possible equation is f( x )   x 2  2x  3.

b. Explain how you obtained your answer.

Sample Answer: To write an equation for a parabola with a vertex whose x-coordinate is 1,
b
you must find an a and b value such that  1. There is an infinite number of solutions.
2a

Since the parabola opens down, you know that a must be a negative number. You can
choose a = –1and then obtain b = 2.

Utilize the coordinates of the vertex, and the values of a and b. To obtain a y-value of 4,
substitute x = 1 into the equation y   x 2  2x  c, set the equation equal to 4, and solve
for c. In this case, you obtain c = 3.

Thus, an equation is f ( x )   x 2  2x  3. However, there are an infinite number of other

possible equations with a vertex of (1, 4).

c. If you knew that the y-intercept was (0, 2), would your answer to part 15a change?
Why or why not?

©2014 Texas Instruments Incorporated 7 education.ti.com

 Standard Form of Quadratic Functions TEACHER NOTES
MATH NSPIRED

Sample Answer: Yes, if you knew that the y-intercept was (0, 2), there would be
only one quadratic function that could fit the data. Since you know that the graph of
the quadratic function is symmetric over the line x = 1, and you know that the point
(0, 2) lies on the graph, you also know that the point (2, 2) would lie on the graph.

You now have three points, (1, 4), (0, 2) and (2, 2), that lie on the graph of the
parabola. These three points determine a unique quadratic function.

Extension: You may want to ask students to write the equation of the
quadratic function containing the three points.

Since you are given that the point (0, 2) lies on the graph, you know that
c = 2 by substituting x = 0 and y = 2 into the equation f( x )  ax 2  bx  c.

You can then substitute 2 for c into the equation f( x )  ax 2  bx  c and

substitute the coordinates of the other two points for x and y to produce the
following system of two equations with two unknowns.
4  a(1)2  b 1  2
2  a(2)2  b  2   2

Simplifying, you obtain: 2=a+b

0 = 4a + 2b

By subtracting twice the first equation from the second equation, you get:
– 4 = 2a
a=–2

When you substitute – 2 for a into the first equation, you see that b = 4.

Thus, the equation is f( x )  2x 2  4x  2.

Wrap Up
Upon completion of the discussion, the teacher should ensure that students understand:
 That a specific change in the value of a will affect the shape of the graph of the
quadratic f( x )  ax 2  bx  c (vertical stretch or compression with respect to the horizontal axis,
vertical reflection if the sign of a changes).
 That a specific change in the value of c will affect the position of the graph of the quadratic
f( x )  ax 2  bx  c (vertical translation).

©2014 Texas Instruments Incorporated 8 education.ti.com

 Standard Form of Quadratic Functions TEACHER NOTES
MATH NSPIRED

 That changes in the values of a and b will affect the coordinates of the vertex of the quadratic
f( x )  ax 2  bx  c resulting in both horizontal and vertical shifts.
b
 That the x-coordinate of the vertex can be obtained by utilizing the formula x  .
2a

Assessment
Throughout the lesson, check that students understand the relationship between the form of the
function and the graph of the function.

TI-Nspire Navigator
Note 1
Question 1, Class Capture/Live Presenter: You may want to use Live Presenter to have a
student demonstrate the procedure for using sliders to change the parameters in the equation. Use
Class Capture to monitor the students’ progress through the activity.

Note 2
Question 3, Quick Poll ((x,y) Numerical Input): Tell students that you are going to send an ((x,y)
Numerical Input) Quick Poll. Ask them to type in one of their P-coordinates. After you collect
students’ responses, spend some time helping them discover the effect of changing the value of a
on the graph of the parabola.

You may want to also use Live Presenter to have a student adjust the slider to increase the value of
a to help the class see the vertical stretch of the parabola.

Note 3
Question 7, Quick Poll (Open Response): You may want to send students an Open Response
Quick Poll. Ask them to type in their rule. You may want to check students’ responses without
sharing them with the class. This will enable you to see if students are able to determine the correct
relationship.

You may want to send another Open Response Quick Poll after question 10 to check again.

Note 4
Question 14, Quick Poll (Equations): You may want to use an Equations Quick Poll. Ask students
to type in their equation. Students should see a variety of equations that have the correct vertex.
Lead them to discover the similarities and differences in the various correct equations.

©2014 Texas Instruments Incorporated 9 education.ti.com