Algebra 1 Lesson

Sampler
Algebra 1
Overview of McGraw-Hill Illustrative Mathematics....................................................... v

Algebra 1 Table of Contents............................................................................................. vi

Teacher Edition Unit 6 Opener: Introduction to Quadratic Functions................. 232

Teacher Edition Lesson 6-6: Building Quadratic Functions

to Describe Situations (Part 2)................................................................................ 285

Student Edition Lesson 6-6: Building Quadratic Functions

to Describe Situations (Part 2)........................................................................... SE245
 Illustrative Mathematics is a problem-based core curriculum designed
to address content and practice standards to foster learning for all.
Students learn by doing math, solving problems in mathematical and
real-world contexts, and constructing arguments using precise
language. Teachers can shift their instruction and facilitate student
learning with high-leverage routines to guide learners to understand
and make connections between concepts and procedures.

What is a
Problem-based
Curriculum?
In a problem-based curriculum, students work on
carefully crafted and sequenced mathematics problems
during most of the instructional time. Teachers help
students understand the problems and guide discussions
to be sure that the mathematical takeaways are clear to
all. In the process, students explain their ideas and
reasoning and learn to communicate mathematical ideas.
The goal is to give students just enough background and
tools to solve initial problems successfully, and then set
them to increasingly sophisticated problems as their
expertise increases.

The value of a problem-based approach is that students

spend most of their time in math class doing mathematics:
making sense of problems, estimating, trying different
approaches, selecting and using appropriate tools, and
evaluating the reasonableness of their answers. They go
shironosov/iStock/Getty Images

on to interpret the significance of their answers, noticing

patterns and making generalizations, explaining their
reasoning verbally and in writing, listening to the
reasoning of others, and building their understanding.

v
 Design Principles

Balancing Conceptual Understanding,

Procedural Fluency, and Applications
These three aspects of mathematical proficiency are interconnected: procedural fluency is
supported by understanding, and deep understanding often requires procedural fluency. In order
to be successful in applying mathematics, students must both understand, and be able to do, the
mathematics.

Mathematical Practices are the Verbs of Math Class

In a mathematics class, students should not just learn about mathematics, they should do
mathematics. This can be defined as engaging in the mathematical practices: making sense of
problems, reasoning abstractly and quantitatively, making arguments and critiquing the reasoning
of others, modeling with mathematics, making appropriate use of tools, attending to precision in
their use of language, looking for and making use of structure, and expressing regularity in
repeated reasoning.

Build on What Students Know

New mathematical ideas are built on what students already know about mathematics and the
world, and as they learn new ideas, students need to make connections between them (NRC
2001) . In order to do this, teachers need to understand what knowledge students bring to the
classroom and monitor what they do and do not understand as they are learning. Teachers must
themselves know how the mathematical ideas connect in order to mediate students’ learning.

Good Instruction Starts with Explicit Learning Goals

Learning goals must be clear not only to teachers, but also to students, and they must influence the
activities in which students participate. Without a clear understanding of what students should be
learning, activities in the classroom, implemented haphazardly, have little impact on advancing
students’ understanding. Strategic negotiation of whole-class discussion on the part of the teacher
during an activity synthesis is crucial to making the intended learning goals explicit. Teachers need
to have a clear idea of the destination for the day, week, month, and year, and select and sequence
instructional activities (or use well-sequenced materials) that will get the class to their destinations.
If you are going to a party, you need to know the address and also plan a route to get there; driving
around aimlessly will not get you where you need to go.

vi
 Different Learning Goals Require
a Variety of Types of Tasks and
Instructional Moves
The kind of instruction that is appropriate at any given
time depends on the learning goals of a particular lesson.
Lessons and activities can:

■ provide experience with a new context

■ introduce a new concept and associated language

■ introduce a new representation

■ formalize the definition of a term for an idea previously

encountered informally

■ identify and resolve common mistakes and

misconceptions

■ practice using mathematical language

■ work toward mastery of a concept or procedure

■ provide an opportunity to apply mathematics to a

modeling or other application problem

Each and Every Student Should

Have Access to the Mathematical Work
With proper structures, accommodations, and supports, all
students can learn mathematics. Teachers’ instructional tool
boxes should include knowledge of and skill in implementing
supports for different learners. This curriculum incorporates
extensive tools for specifically supporting English Language
Learners and Students with Disabilities
Caiaimage/Martin Barraud/Getty Images

vii
 Instructional Model

Learning Goals and Targets

Learning Goals
Teacher-facing learning goals appear at the top of lesson plans. They describe, for a teacher
audience, the mathematical and pedagogical goals of the lesson. Student-facing learning goals
appear in student materials at the beginning of each lesson and start with the word “Let’s.” They
are intended to invite students into the work of that day without giving away too much and spoiling
the problem-based instruction. They are suitable for writing on the board before class begins.

Learning Targets
These appear in student materials at the end of each unit. They describe, for a student audience,
the mathematical goals of each lesson. Teachers and students might use learning targets in a
number of ways. Some examples include:

■ targets for standards-based grading

■ prompts for a written reflection as part of a lesson synthesis

■ a study aid for self-assessment, review, or catching up after an absence from school

Lesson Structure

1. INTRODUCE 2. EXPLORE AND DEVELOP

Warm Up Classroom Activities

Warm Up activities either: A sequence of one to three classroom activities. The
■ give students an opportunity to strengthen their activities are the heart of the mathematical experience
number sense and procedural fluency. and make up the majority of the time spent in class.
■ make deeper connections. Each classroom activity has three phases.
■ encourage flexible thinking. The Launch
or: The teacher makes sure that students understand the
context and what the problem is asking them to do.
■ remind students of a context they have seen before.
■ get them thinking about where the previous lesson
left off.
■ preview a calculation that will happen in
the lesson.

viii
Practice Problems
Each lesson includes an associated set of practice problems that may be assigned as homework or for extra practice
in class. They can be collected and scored or used for self-assessment. It is up to teachers to decide which problems
to assign (including assigning none at all).
The design of practice problem sets looks different from many other curricula, but every choice was intentional,
based on learning research, and meant to efficiently facilitate learning. The practice problem set associated with each
lesson includes a few questions about the contents of that lesson, plus additional problems that review material from
earlier in the unit and previous units. Our approach emphasizes distributed practice rather than massed practice

Mathematical Modeling Prompts

Mathematics is a tool for understanding the world better and making decisions. School mathematics instruction often
neglects giving students opportunities to understand this, and reduces mathematics to disconnected rules for moving
symbols around on paper. Mathematical modeling is the process of choosing and using appropriate mathematics and
statistics to analyze empirical situations, to understand them better, and to improve decisions (NGA 2010). This
mathematics will remain important beyond high school in students’ lives and education after high school (NCEE 2013).
■ Modeling Prompts can be thought of as a project or assignment. They are meant to be launched in class by a
teacher, but but can be worked on independently or in small groups by students in or out of class.. We built in
maximum flexibility for a teacher to implement these in a way that will work for them.
■ The purpose of mathematical modeling is for students to understand that they can use math to better
understand things they are interested in in the world.
■ Mathematical modeling is different from solving word problems. There should be room to interpret the problem
and a range of acceptable assumptions and answers. Modeling requires genuine choices to be made by the
modeler.
■ Modeling with mathematics is not a solitary activity and students should have support from their teacher and
classmate while assessments focus on providing feedback that helps students improve their modeling skills.

3. SYNTHESIZE

Lesson Synthesis
Student Work Time Students incorporate new insights gained during the
Students work individually, with a partner, or in activities into their big-picture understanding.
small groups.
Activity Synthesis Cool Down
The teacher orchestrates some time for students A task to be given to students at the end of the
to synthesize what they have learned and situate lesson. Students are meant to work on the Cool Down
the new learning within previous understanding. for about 5 minutes independently and turn it in.

National Governors Association Center for Best Practices (2010).

Common Core State Standards for Mathematics. NCEE (2013).
What Does It Really Mean to Be College and Work Ready? Retrieved
November 20, 2017 from http://ncee.org/college-and-work-ready/

ix
 Instructional Routines
The kind of instruction appropriate in any particular lesson Warm Up 10.1 Notice and Wonder: Transformed (10 minutes)

The purpose of this warm-up is to elicit the idea that some shapes can

depends on the learning goals of that lesson. Some lessons

Instructional Routines
be described as transformations of other shapes, which will be useful See the Appendix, beginning on page A1 for a description of this routine and all
when students specify sequences of rigid transformations that take Instructional Routines.
one figure onto another in the next activities. While students may

may be devoted to developing a concept, others to mastering

• Notice and Wonder
notice and wonder many things about these images, the important
discussion point is that rigid transformations take sides to sides of the Standards Alignment
same length and angles to angles of the same measure.

a procedural skill, yet others to applying mathematics to a

Building On 8.G.A.2
Building Towards: HSG-CO.A.2 HSG-CO.A.2 HSG-CO.A.5

real-world problem. These aspects of mathematical Launch

proficiency are interwoven. These materials include a small
Topic Rigid Transformations

Display the image for all to see. Ask students to think of at least one thing
Lesson 1-10
they notice and at least one thing they wonder. Give students 1 minute of
Rigid Transformations quiet think time, and then 1 minute to discuss the things they notice with

set of activity structures and reference a small, high-leverage NAME

Learning Goal Let’s draw some transformations.

DATE PERIOD
their partner, followed by a whole-class discussion.

Support For Students with Disabilities

set of teacher moves that become more and more familiar to
Warm Up
10.1 Notice and Wonder: Transformed

What do you notice? What do you wonder?

Action and Expression: Internalize Executive Functions. Provide
m
students with a table to record what they notice and wonder prior to

teachers and students as the year progresses.

G
H

being expected to share these ideas with others.

C
D
D
S
O
A
B Supports accessibility for: Language; Organization
F

Like any routine in life, these routines give structure to time

B'
A' M

D'
C' Things students may notice:
• The parallelogram S can reflect onto the other parallelogram M.

and interactions. They are a good idea for the same reason
• The parallelograms S and M are congruent.
• Point A is 2 spaces from both point O and point E.
• There are points A, B, C, and D.

all routines are a good idea: they let people know what to • There are points A', B', C', and D'.

Things students may wonder:

expect, and they make people comfortable. Lesson 1-10 Rigid Transformations 1
• What transformations did they use?
• Is D similar to S?
• Do the shapes have the same area?

Why are routines in general good for learning academic

Student Edition, p. 1
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• How do you pronounce A'?

• Why use the same letters twice?

content? One reason is that students and the teacher have

done these interactions before, in a particular order, and so
(continued on the next page)

they don’t have to spend much mental energy on classroom 112 Unit 1 Constructions and Rigid Transformations

choreography. They know what to do when, who is

expected to talk when, and when they are expected to write
something down. The structure of the routine frees them up
to focus on the academic task at hand. Furthermore, a well-
designed routine opens up conversations and thinking Topic Translations, Reflections, and Symmetry

about mathematics that might not happen by themselves. NAME DATE PERIOD

Summary
■ Analyze It
We’ve learned how to transform functions in several ways. We can translate
■ Anticipate, Monitor, Select, Sequence, Connect graphs of functions up and down, changing the output values while keeping
the input values. We can translate graphs left and right, changing the input
values while keeping the output values. We can reflect functions across an
■ Aspects of Mathematical Modeling axis, swapping either input or output values for their opposites depending on
which axis is reflected across.

■ Card Sort For some functions, we can perform specific transformations

and it looks like we didn’t do anything at all. Consider the function
y

f whose graph is shown here:

■ Construct It What transformation could we do to the graph of f that would
result in the same graph? Examining the shape of the graph, we
(−1, 4) (1, 4)

Draw It
can see a symmetry between points to the left of the y-axis and
■ the points to the right of the y-axis. Looking at the points on the O x
graph where x = 1 and x = -1, these opposite inputs have the

■ Estimation same outputs since f(1) = 4 and f(-1) = 4. This means that if we
reflect the graph across the y-axis, it will look no different. This type
of symmetry means f is an even function.
■ Extend It Now consider the function g whose graph is shown here: y

What transformation could we do to the graph of g that 4

■ Fit It would result in the same graph? Examining the shape of

the graph, we can see that there is a symmetry between
-4 -2 O
(1, 2.35)

2 4 x
points on opposite sides of the axes. Looking at the points (−1, −2.35)
■ Graph It on the graph where x = 1 and x = -1, these opposite
inputs have opposite outputs since g(1) = 2.35 and
-4

g(-1) = -2.35. So, a transformation that takes the graph of

■ Math Talk g to itself has to reflect across the x-axis and the y-axis.
This type of symmetry is what makes g an odd function.

■ Notice and Wonder Glossary

• even function A function f that satisfies the condition f (x) = f (-x)
■ Poll the Class for all inputs x. You can tell an even function from its graph: Its
graph is symmetric about the y-axis.

■ Take Turns • odd function A function f that satisfies f (x) = -f (-x) for all inputs x.
You can tell an odd function from its graph: Its graph is taken to
itself when you reflect it across both the x- and y-axes. This can
■ Think Pair Share also be seen as a 180° rotation about the origin.

■ Which One Doesn’t Belong? Lesson 5-5 Some Functions Have Symmetry 3

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x
 How to Assess Progress
Illustrative Mathematics contains many opportunities and
tools for both formative and summative assessment. Some
things are purely formative, but the tools that can be used
for summative assessment can also be used formatively.

■ Each unit begins with a diagnostic assessment

(“Check Your Readiness”) of concepts and skills that
are prerequisite to the unit as well as a few items
that assess what students already know of the key
contexts and concepts that will be addressed by the
unit.

■ Each instructional task is accompanied by

commentary about expected student responses
and potential misconceptions so that teachers can
adjust their instruction depending on what students
are doing in response to the task. Often there
are suggested questions to help teachers better
Practice
understand students’ thinking. Rigid Transformations

1. Here are 4 triangles that have each been transformed by a different

transformation. Which transformation is not a rigid transformation?

■ Each lesson includes a cool-down (analogous to an A B B B

exit slip or exit ticket) to assess whether students C

B
C

understood the work of that day’s lesson. Teachers

B

C
A A

may use this as a formative assessment to provide

A

C

feedback or to plan further instruction. A

C B D B

■ A set of cumulative practice problems is provided for C C

B
B

each lesson that can be used for homework or in- C

C

class practice. The teacher can choose to collect and A

grade these or simply provide feedback to students. A

A

■ Each unit includes an end-of-unit written assessment 2. Which is the definition of congruence?

A. If two figures have the same shape, then they are congruent.
that is intended for students to complete individually
B. If two figures have the same area, then they are congruent.
to assess what they have learned at the conclusion C. If there is a sequence of transformations taking one figure to another,

of the unit. Longer units also include a mid-unit then they are congruent.

assessment. The mid-unit assessment states which

D. If there is a sequence of rotations, reflections, and translations that take
one figure to the other, then they are congruent.

lesson in the middle of the unit it is designed to follow. 6 Unit 1 Rigid Transformations
McGraw-Hill Education

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xi
 Supporting Students Supporting English-language Learners
with Disabilities Illustrative Mathematics builds on foundational principles for
All students are individuals who can know, use, supporting language development for all students. Embedded
and enjoy mathematics. Illustrative Mathematics within the curriculum are instructional supports and practices
empowers students with activities that capitalize to help teachers address the specialized academic language
on their existing strengths and abilities to ensure demands in math when planning and delivering lessons,
that all learners can participate meaningfully in including the demands of reading, writing, speaking, listening,
rigorous mathematical content. Lessons support conversing, and representing in math (Aguirre & Bunch, 2012).
a flexible approach to instruction and provide Therefore, while these instructional supports and practices
teachers with options for additional support to can and should be used to support all students learning
address the needs of a diverse group of students. mathematics, they are particularly well-suited to meet the
needs of linguistically and culturally diverse students who are
learning mathematics while simultaneously acquiring English.

Aguirre, J.M. & Bunch, G. C. (2012). What’s language got to do with it?: Identifying
language demands in mathematics instruction for English Language Learners. In S.
Celedón-Pattichis & N.
SolStock/E+/Getty Images

xii
Digital
McGraw-Hill Illustrative Mathematics offers flexible implementations
with both print and digital options that fit a variety of classrooms.

Online resources offer:

■ customizable content
■ the ability to add resources
■ auto-scoring of student practice work
■ on-going student assessments
■ classroom performance reporting

Launch Presentations Digital versions of Reports Review the performance of individual

lessons to present content. students, classrooms, and grade levels.

Access Resources Point-of-use access to resources

such as assessments, eBooks, and course guides.

xiii
 Unit 1

One-variable Statistics
Getting to Know You
Lesson 1-1 Getting to Know You
1-2 Data Representations
1-3 A Gallery of Data

Distribution Shapes
1-4 The Shape of Distributions
1-5 Calculating Measures of Center and Variability

How to Use Spreadsheets

1-6 Mystery Computations

Kingarion/Shutterstock
1-7 Spreadsheet Computations
1-8 Spreadsheet Shortcuts

Manipulating Data
1-9 Technological Graphing
1-10 The Effect of Extremes
1-11 Comparing and Contrasting Data Distributions
1-12 Standard Deviation
1-13 More Standard Deviation
1-14 Outliers
1-15 Comparing Data Sets

Analyzing Data
1-16 Analyzing Data

vi Table of Contents

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 Unit 2

Linear Equations, Inequalities

and Systems
Writing and Modeling with Equations
Lesson 2-1 Planning a Pizza Party
2-2 Writing Equations to Model Relationships (Part 1)
2-3 Writing Equations to Model Relationships (Part 2)
2-4 Equations and Their Solutions
2-5 Equations and Their Graphs

Manipulating Equations and Understanding Their Structure

2-6 Equivalent Equations
2-7 Explaining Steps for Rewriting Equations
Syda Productions/Shutterstock

2-8 Which Variable to Solve for? (Part 1)

2-9 Which Variable to Solve for? (Part 2)
2-10 Connecting Equations to Graphs (Part 1)
2-11 Connecting Equations to Graphs (Part 2)

Systems of Linear Equations in Two Variables

2-12 Writing and Graphing Systems of Linear Equations
2-13 Solving Systems by Substitution
2-14 Solving Systems by Elimination (Part 1)
2-15 Solving Systems by Elimination (Part 2)
2-16 Solving Systems by Elimination (Part 3)
2-17 Systems of Linear Equations and Their Solutions

Linear Inequalities in One Variable

2-18 Representing Situations with Inequalities
2-19 Solutions to Inequalities in One Variable
2-20 Writing and Solving Inequalities in One Variable

Linear Inequalities in Two Variables

2-21 Graphing Linear Inequalities in Two Variables (Part 1)
2-22 Graphing Linear Inequalities in Two Variables (Part 2)
2-23 Solving Problems with Inequalities in Two Variables

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 Systems of Linear Inequalities in Two Variables
2-24 Solutions to Systems of Linear Inequalities in
Two Variables
2-25 Solving Problems with Systems of Linear
Inequalities in Two Variables
2-26 Modeling with Systems of Inequalities in
Two Variables

viii Table of Contents

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 Unit 3

Two-Variable Statistics
Two-way Tables
Lesson 3-1 Two-way Tables
3-2 Relative Frequency Tables
3-3 Associations in Categorical Data

Scatterplots
3-4 Linear Models
3-5 Fitting Lines
3-6 Residuals

Correlation Coefficients
3-7 The Correlation Coefficient
3-8 Using the Correlation Coefficient
sauce7/123RF

3-9 Causal Relationships

Estimating Lengths
3-10 Fossils and Flags

Table of Contents ix

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 Unit 4

Functions
Functions and Their Representations
Lesson 4-1 Describing and Graphing Situations
4-2 Function Notation
4-3 Interpreting & Using Function Notation
4-4 Using Function Notation to Describe Rules (Part 1)
4-5 Using Function Notation to Describe Rules (Part 2)

Analyzing and Creating Graphs of Functions

4-6 Features of Graphs
4-7 Using Graphs to Find Average Rate of Change
4-8 Interpreting and Creating Graphs

Phoenixns/Shutterstock
4-9 Comparing Graphs

A Closer Look at Inputs and Outputs

4-10 Domain and Range (Part 1)
4-11 Domain and Range (Part 2)
4-12 Piecewise Functions
4-13 Absolute Value Functions (Part 1)
4-14 Absolute Value Functions (Part 2)

Inverse Functions
4-15 Inverse Functions
4-16 Finding and Interpreting Inverse Functions
4-17 Writing Inverse Functions to Solve Problems

Putting it All Together

4-18 Using Functions to Model Battery Power

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 Unit 5

Introduction to Exponential
Functions
Looking at Growth
Lesson 5-1 Growing and Growing
5-2 Patterns of Growth

A New Kind of Relationship

5-3 Representing Exponential Growth
STEVE GSCHMEISSNER/SCIENCE PHOTO LIBRARY/Getty Images

5-4 Understanding Decay

5-5 Representing Exponential Decay
5-6 Analyzing Graphs
5-7 Using Negative Exponents

Exponential Functions
5-8 Exponential Situations as Functions
5-9 Interpreting Exponential Functions
5-10 Looking at Rates of Change
5-11 Modeling Exponential Behavior
5-12 Reasoning about Exponential Graphs (Part 1)
5-13 Reasoning about Exponential Graphs (Part 2)

Percent Growth and Decay

5-14 Recalling Percent Change
5-15 Functions Involving Percent Change
5-16 Compounding Interest
5-17 Different Compounding Intervals
5-18 Expressed in Different Ways

Comparing Linear and Exponential Functions

5-19 Which One Changes Faster?
5-20 Changes over Equal Intervals

Putting It All Together

5-21 Predicting Populations

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 Unit 6

Introduction to Quadratic
Functions
A Different Kind of Change
Lesson 6-1 A Different Kind of Change
6-2 How Does it Change?

Quadratic Functions
6-3 Building Quadratic Functions from
Geometric Patterns
6-4 Comparing Quadratic and Exponential Functions
6-5 Building Quadratic Functions to Describe

©TongRo Image Stock/Alamy Stock Photo

Situations (Part 1)
6-6 Building Quadratic Functions to Describe
Situations (Part 2)
6-7 Building Quadratic Functions to Describe
Situations (Part 3)

Working with Quadratic Expressions

6-8 Equivalent Quadratic Expressions
6-9 Standard Form and Factored Form
6-10 Graphs of Functions in Standard and
Factored Forms

Features of Graphs of Quadratic Functions

6-11 Graphing from the Factored Form
6-12 Graphing the Standard Form (Part 1)
6-13 Graphing the Standard Form (Part 2)
6-14 Graphs That Represent Situations
6-15 Vertex Form
6-16 Graphing from the Vertex Form
6-17 Changing the Vertex

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 Unit 7

Quadratic Functions
Finding Unknown Inputs
Lesson 7-1 Finding Unknown Inputs
7-2 When and Why Do We Write Quadratic Equations?

Solving Quadratic Equations

7-3 Solving Quadratic Equations by Reasoning
7-4 Solving Quadratic Equations with the Zero
Product Property
7-5 How Many Solutions?
7-6 Rewriting Quadratic Expressions in Factored
Form (Part 1)
MIND AND I/Shutterstock

7-7 Rewriting Quadratic Expressions in Factored

Form (Part 2)
7-8 Rewriting Quadratic Expressions in Factored
Form (Part 3)
7-9 Solving Quadratic Equations by Using
Factored Form
7-10 Rewriting Quadratic Expressions in
Factored Form (Part 4)

Completing the Square

7-11 What are Perfect Squares?
7-12 Completing the Square (Part 1)
7-13 Completing the Square (Part 2)
7-14 Completing the Square (Part 3)
7-15 Quadratic Equations with Irrational Solutions

The Quadratic Formula

7-16 The Quadratic Formula
7-17 Applying the Quadratic Formula (Part 1)
7-18 Applying the Quadratic Formula (Part 2)
7-19 Deriving the Quadratic Formula
7-20 Rational and Irrational Solutions
7-21 Sums and Products of Rational and
Irrational Numbers

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Unit 6

Introduction to Quadratic Functions

Prior Work
Linear, Exponential, and Quadratic Patterns
Prior to this unit, students have studied what it means for a relationship to
be a function, used function notation, and investigated linear and
exponential functions. In this unit, they begin by looking at some patterns
that grow quadratically. They contrast this growth with linear and
exponential growth. They further observe that eventually these quadratic
patterns grow more quickly than linear patterns but more slowly than
exponential patterns.

Work in This Unit

Standard, Factorial, and Vertex Forms of Quadratic has two x-intercepts). As for the standard form, students investigate the
coefficients of the quadratic and linear terms further, noticing that the
Equations coefficient of the quadratic term determines if it opens upward or
Students examine the important example of free-falling objects whose downward. The effect of the coefficient of the linear term is somewhat
height over time can be modeled with quadratic functions. They use mysterious and more complicated. Students explore how it shifts the
tables, graphs, and equations to describe the movement of these objects, graph both vertically and horizontally in an optional lesson.
eventually looking at the situation where a projectile is launched upward.
Finally, students investigate the vertex form of a quadratic function and
This leads to the important interpretation that in a quadratic function such
understand how the parameters in the vertex form influence the graph.
as f(t) = 5 + 30t − 16t 2, representing the vertical position of an object
They learn how to determine the vertex of the graph from the vertex form
after t seconds, 5 represents the initial height of the object, 30t
of the function. They also begin to relate the different parameters in the
represents its initial upward path, and -16t 2 represents the effect of
vertex form to the general ideas of horizontal and vertical translation and
gravity. Through this investigation, students also begin to appreciate how
vertical stretch, ideas which will be investigated further in a later course.
the different coefficients in a quadratic function influence the shape of the
graph. In addition to projectile motion, students examine other situations
represented by quadratic functions including area and revenue.
Note on Materials
Access to graphing technology is necessary for many activities. Examples
Next, students examine the standard and factored forms of quadratic
of graphing technology are: a handheld graphing calculator, a computer
expressions. They investigate how each form is useful for understanding
with a graphing calculator application installed. For students using the
the graph of the function defined by these equivalent forms. The factored
digital version of these materials, a separate graphing calculator tool isn’t
form is helpful for finding when the quadratic function takes the value 0
necessary. Interactive applets are embedded throughout, and a graphing
to obtain the x-intercept(s) of its graph, while the constant term in the
calculator tool is accessible in the student math tools.
standard form shows the y-intercept. Students also find that the factored
form is useful for finding the vertex of the graph because its x-coordinate
is halfway between the points where the graph intersects the x-axis (if it

232 Unit 6 Introduction to Quadratic Functions

Unit Planner

Lessons Days Standards

6.EE.A.3, 6.EE.B.6, 6.G.A, 6.EE.A.3, 7.EE.A.1, 7.NS.A.1.c,
Check Your Readiness Assessment 1 8.F.A.3, HSA-REI.D.10, HSF-IF.B.6, HSF-BF.A.1.a, 8.EE.B.5,
8.EE.B.6, HSF-BF.B.3, HSF-IF.C.7.a

Topic A Different Kind of Change

Lesson 6-1* A Different Kind of Change 1 HSF-LE.A.1, HSF-BF.A.1.a, HSF-LE.A,

Lesson 6-2 How Does it Change? 1 HSA-SSE.A.1, HSA-SSE.B.3, HSF-BF.A.1.a

Topic Quadratic Functions

Lesson 6-3* Building Quadratic Functions from HSA-CED.A.2, HSA-SSE.A.1, HSF-LE.A.1, HSA-SSE.A.1,
1
Geometric Patterns HSF-BF.A.1.a, HSF-IF.A.2
Lesson 6-4 Comparing Quadratic and
1 6.EE.A.1, HSF-BF.A.1.a, HSF-IF.C, HSF-LE.A.3, HSF-LE.A.3
Exponential Functions
Lesson 6-5 Building Quadratic Functions to
1 HSF-BF.A.1.a, HSF-IF.A.2, HSF-BF.A.1
Describe Situations (Part 1)
Lesson 6-6 Building Quadratic Functions to
1 HSF-BF.A.1, HSF-BF.A.1.a, HSF-IF.B.5
Describe Situations (Part 2)
Lesson 6-7 Building Quadratic Functions to
1 HSF-IF.B.4, HSF-BF.A.1.a, HSF-IF.B.5, HSF-IF.C.7.c
Describe Situations (Part 3)

Topic Working with Quadratic Expressions

6.EE.A.3, 7.EE.A.1, HSA-SSE.A, HSA-SSE.A.2,
Lesson 6-8 Equivalent Quadratic Expressions 1
HSA-SSE.B.3, HSF-IF.C.8
Lesson 6-9 Standard Form and Factored Form 1 HSA-SSE.A.2, HSA-SSE.B.3, HSF-IF.C.8
Lesson 6-10 Graphs of Functions in Standard and
1 HSF-IF.B.4, HSA-SSE.B.3, HSA-SSE.B.3
Factored Forms

HSF-BF.A.1.a, HSF-LE.A, HSF-IF.B.4, HSF-IF.B.5, HSF-IF.C,

Mid-Unit Assessment 1 HSA-SSE.A.2, HSF-BF.A.1.a, HSF-IF.B.4, HSF-IF.C, HSF-
LE.A.3, HSA-SSE.A.2, HSF-IF.B.4, HSF-IF.B.5, HSF-IF.C.7.a

Topic Features of Graphs of Quadratic Functions

Lesson 6-11 Graphing from the Factored Form 1 HSA-SSE.A, HSF-IF.C.7.a, HSF-IF.C.7.c
Lesson 6-12 Graphing the Standard Form (Part 1) 1 HSF-BF.B.3, HSF-IF.C, HSF-IF.C.7, HSF-LE.A.2
Lesson 6-13* Graphing the Standard Form (Part 2) 1 HSA-SSE.B.3, HSF-BF.B.3, HSF-IF.C.7, HSF-IF.C.7.a
Lesson 6-14* Graphs That Represent Situations 1 HSF-IF.A.2, HSF-IF.C.7.a, HSF-IF.C.8, HSF-IF.C.9
Lesson 6-15 Vertex Form 1 HSF-BF.B.3, HSF-IF.C, HSF-IF.C.7.a
Lesson 6-16 Graphing from the Vertex Form 1 HSF-IF.C, HSF-IF.C.7.a
Lesson 6-17* Changing the Vertex 1 HSF-BF.B.3, HSF-IF.C, HSF-IF.C.7.a
HSF-IF.C.7, HSA-SSE.A.2, HSF-IF.C.8, HSF-IF.C.7,
HSF-IF.C.7.a, HSA-SSE.B.3, HSF-IF.C.7.a, HSF-IF.B.4,
End-of-Unit Assessment 1
HSF-IF.C.9, HSF-BF.B.3, HSF-IF.C.7.a, HSF-IF.C.8,
HSF-IF.B.4, HSF-IF.B.5, HSF-IF.C.8
*indicates Lessons in which there are
TOTAL 19-20
optional activities
Unit 6 Introduction to Quadratic Functions 233
Required Materials Blackline Activity Masters
Colored pencils (Lesson 11) Pre-printed cards, cut from copies of the Card Sort: Representations of Quadratic
blackline master (Lessons 12, 14, 16) Functions (Lesson 12, Activity 4)
Graphing technology (Lessons 4, 6, 11, 12, 13,
14, 15, 17) Scientific calculators (Lesson 14) Info Gap: Rocket Math (Lesson 14, Activity 4)
Graph paper (Lesson 1) Matching Equations with Graphs
(Lesson 16, Activity 3)

234 Unit 6 Introduction to Quadratic Functions

Pre-Unit Diagnostic Assessment
NAME NAME
NAME DATE PERIOD
5. Andr DATE
3. Which expressio e is stand PERIOD
Unit 6 Introduction to Quadratic rock n is equal
Functions ing on DATE
up in theto 815-97? a beac7.NS.A.1
A. 815 – (-97) air so that h, and .c PERIOD
The grap it will land throws a
Check B. Your Readiness h
feet, abov shows the heigh in the ocea

Check Your Readiness

815 + 97 30
e the wate t of the n.

)
seco 25

(feet
rock, in
C. 815 + (-97) nds. HSF-IF.B r as a function 20
.6 of time,
in 15

Height
No calculators should D. be – 815a.
97 used in this
How assessment.
high abov 10

The pre-unit diagnostic assessment, Check Your Readiness, evaluate students’ proficiency
1. Respond to each question. 6.EE.A.3, when Andr 6.EE.B.6, e the6.G.A
water was 5
e threw the rock
4. The graph
a. A wall is covered with Abouspanels.
represent
6 wood Each
it? Expla
panel is a square with a side
O
t the
5 feet.
equation in how you know 0.5
length of x feet. Write This isy wher= -3x 8.F.A.3,
6. area, 1
Time (seco1.5 2
yb.an When
expression to represent the +
e total
the grap
in square
.
HSA-RE
feet, covered by the 7 wood panels. did the 6xrock
2
h intersects I.D.10 nds)
After 1 seco reach its the y-axi
b. A rectangle has a 6length of 6 centimeters nd, theand a widthmaxi of xmum
+ 10height?
s.
rock
to represent thereach
c. expression How high
centimeters. Write5an About
when ed its maxi
rectangle’s: was it?
more than did the rock mum heigh

with prerequisite concepts and skills that they need to be successful in the unit. The item
i. perimeter 4 2x2+seco 32 nds hit the
(or equivalent) t of 21 feet.
6. (centimeters)
A train after Androcean? The rock
ii. area (square
is trave
3 centimeters) ling6xat+a 60 (or equivalent) e threw hit the ocea
along the route constant it. n a little
the chec
2 of the train, speed
2. For each expression, apply the kpoin
distributive ofan
44equivalent
t. At thatproperty and write
a sens feet per
expression. 6.EE.A.3, a.1 7.EE.A.1
Complete moment, or detects when second. At
the table a stopw the front a chec
atch is kpoint
a. _
1 front of with the started. of the
4
(4 + 20a)
-2 -11 +O5a 1 the train x at each timedistance betw HSF-BF.Atrain passes
-1 2
on the een .1.a
stopwatch.the checkpoin

descriptions below offer guidance for students who may answer items incorrectly.
b. p(p − 10) p 2 − 10pTime on
-2 the Stop t and the
watch
a. Explain (Seconds)
c. 8x − 24y 8(x − how 3y) you 0 Distance
can use the equation to tell
the graph. from Chec
that the point kpoint
d. 5a − 10ab 5a(1 − 2b) 1 (5, -9) is on (Feet)
Sample response 0
: If we 2substitut
e. -0.5(t − 6)equation -0.5t + , we3 have e 5 for x and -9
-9 = 3 -3(5) + 6 or - 9 for y in the 44
a true statement. = -15 + 6, which
4 is 88
b. b. Write
What is the y-intercep

Available as a digital
equation?
an expre t of the graph? 132
train from ssion to How is the y-intercept

The assessment also may include problems that assess what students already know of the
represent related
176 to the
Sample stopwatch.the checkpoin the
response:44t t as a funct distance (feet)
The y-interce pt is (0, ion of the front
the
c. xStatio
in the equation 6). of t, the
If we
n Q is 5,00 and evaluate substitut
time (seco
for of the
e 0nds)
y-coordin
front ate of the y-interce
0 feet past the expression,
of the we get the on the
the y-coordin
the stopwatetrain when thept. the Thechec
constant
kpoin term in the equation
atchofshow
the y-interce pt. atch showt. How far
stopw is
Stati
c. What is the on Q when s 15 seco from
s 4 seco Statio

assessment or a
the stopw x-intercep the nds? The nds? What n Q is the
atch showstopw
t of the graph? train is
equation? atch How is the 4,824tfeet about
s 15 seco shows 4 seco x-intercep
fromto thewhen

upcoming unit’s key ideas, which you can use to pace or tune instruction. In rare cases, this
d. Write related
Sample response
an expre nds. nds and
: The x-interce
ssion 4,340 feet
y infrom
the Station Q and to repre pt is (2, 0). when
5,000equation
x-coordin − 44t
as a solve
function
sent the
theofequation
If we substitute
distance 0 for the
ate of the x-interce t, , the solution
(feet) oftells
pt. the time (seco the us the
front nds) on of
2 Unit 6 Check Your the stopw the train
Readiness atch.

printable assessment.
Unit 6 Check Your Readiness 1
IM_AM_A
1V2_U06
Unit 6 Check

may signal the opportunity to move more quickly through a topic to optimize instructional time.
_CYR_50
380.indd
IM_AM_A1V2_U0 3 Your Readiness
6_CYR_50380.ind
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Materials Neither scientific nor graphing calculators should be used in this assessment.

1. Item Description
NAME DATE PERIOD
In this unit, students explore quadratic expressions that arise in the
Unit 6 Introduction to Quadratic Functions
context of area calculations. This item assesses a middle school skill:
writing expressions to represent area and perimeter when they are given Check Your Readiness
a variable side length.
No calculators should be used in this assessment.
First Appearance of Skill or Concept: Lesson 3 1. Respond to each question. 6.EE.A.3, 6.EE.B.6, 6.G.A
a. A wall is covered with 6 wood panels. Each panel is a square with a side
If most students struggle with this item… . length of x feet. Write an expression to represent the total area, in square
feet, covered by the wood panels. 6x 2
• Plan to discuss the connection between finding area given a numerical b. A rectangle has a length of 6 centimeters and a width of x + 10
value and given an algebraic expression in Lesson 3 Activity 1. centimeters. Write an expression to represent the rectangle’s:

i. perimeter (centimeters) 2x + 32 (or equivalent)

ii. area (square centimeters) 6x + 60 (or equivalent)

2. For each expression, apply the distributive property and write an equivalent
expression. 6.EE.A.3, 7.EE.A.1
_1 (4 + 20a) 1 + 5a
2. Item Description
a. 4
b. p(p − 10) p 2 − 10p

Throughout the unit, students write expressions in different forms c. 8x − 24y 8(x − 3y)

by applying properties of operations, especially the distributive property. d. 5a − 10ab 5a(1 − 2b)

First Appearance of Skill or Concept: Lesson 8 e. -0.5(t − 6) -0.5t + 3

If most students do well with this item… .

• It may be possible to skip Lesson 8 Activity 2.

Unit 6 Check Your Readiness 1

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Unit 6 Pre-Unit Diagnostic Assessment 235

3. Item Description
NAME DATE PERIOD
In the unit, students will write equivalent expressions. When rewriting
3. Which expression is equal to 815-97? 7.NS.A.1.c
quadratic expressions from factored form to standard form, students will A. 815 – (-97)
use their understanding that subtracting by a number n is the same B. 815 + 97
as adding the opposite of n. C. 815 + (-97)

First Appearance of Skill or Concept: Lesson 9 D. 97 – 815

If most students do well with this item… . 4. The graph represents the equation y = -3x + 6. 8.F.A.3, HSA-REI.D.10
y
• Plan to use only one or two questions in Lesson 9 Activity 1 and 7
6
condense the Lesson 9 Activity 2 Synthesis since students are likely to 5
recognize how to apply the distributive property to the product of two 4

differences or the product of a sum and difference without too much 3

2
difficulty. 1

-2 -1 O 1 2 x
-1
-2
a. Explain how you can use the equation to tell that the point (5, -9) is on
the graph.

4. Item Description Sample response: If we substitute 5 for x and -9 for y in the

equation, we have -9 = -3(5) + 6 or - 9 = -15 + 6, which is
Students analyze and articulate the connections between a linear a true statement.
b. What is the y-intercept of the graph? How is the y-intercept related to the
equation in two variables and the graph that represents it. equation?

First Appearance of Skill or Concept: Lesson 10 Sample response: The y-intercept is (0, 6). If we substitute 0 for
the x in the equation and evaluate the expression, we get the
y-coordinate of the y-intercept. The constant term in the equation is
If most students struggle with this item… . the y-coordinate of the y-intercept.
• Plan to spend additional time connecting the parts of equations with the c. What is the x-intercept of the graph? How is the x-intercept related to the
equation?
features of the graph starting in Lesson 10 Activity 1. Sample response: The x-intercept is (2, 0). If we substitute 0 for the
y in the equation and solve the equation, the solution tells us the
• Later in this lesson and other lessons, students will make similar x-coordinate of the x-intercept.
connections between graphs of quadratic functions and the equations 2 Unit 6 Check Your Readiness
that define them.
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236 Unit 6 Introduction to Quadratic Functions

5. Item Description
NAME DATE PERIOD
Students read and interpret a continuous graph representing a function,
5. Andre is standing on a beach, and throws a
including finding x-intercepts, y-intercept, and the maximum value
30

Height (feet)
rock up in the air so that it will land in the ocean. 25
20
achieved by the function. The function here is quadratic but is not labeled The graph shows the height of the rock, in
feet, above the water as a function of time, in
15
10
as such and is presented graphically. (Students have seen graphs of seconds. HSF-IF.B.6 5
O
quadratic functions in an earlier unit, though at the time the functions a. How high above the water was the rock
0.5 1 1.5 2
Time (seconds)
when Andre threw it? Explain how you know.
weren’t labeled with the term “quadratic.”) About 5 feet. This is where the graph intersects the y-axis.
First Appearance of Skill or Concept: Lesson 6 b. When did the rock reach its maximum height? How high was it?
After 1 second, the rock reached its maximum height of 21 feet.
If most students struggle with this item… .
c. About when did the rock hit the ocean? The rock hit the ocean a little
• Plan to spend additional time in Lesson 7 and again in Section D more than 2 seconds after Andre threw it.

interpreting the intercepts and vertex of the graph of a quadratic 6. A train is traveling at a constant speed of 44 feet per second. At a checkpoint
along the route of the train, a sensor detects when the front of the train passes
function in terms of the situation it represents. the checkpoint. At that moment, a stopwatch is started. HSF-BF.A.1.a
a. Complete the table with the distance between the checkpoint and the
• Consider revisiting this question or inserting an additional question that front of the train at each time on the stopwatch.

shows projectile motion, and have student interpret the meaning of the Time on the Stopwatch (Seconds) Distance from Checkpoint (Feet)

vertex and intercepts. 0 0

1 44
2 88
3 132
4 176
b. Write an expression to represent the distance (feet) of the front of the

6. Item Description train from the checkpoint as a function of t, the time (seconds) on the
stopwatch. 44t

Students analyze a description of a situation involving a constant rate of c. Station Q is 5,000 feet past the checkpoint. How far from Station Q is the
front of the train when the stopwatch shows 4 seconds? What about when
change, find output values given some input values, and write linear the stopwatch shows 15 seconds? The train is 4,824 feet from
Station Q when the stopwatch shows 4 seconds and 4,340 feet when
expressions to represent relationships between quantities. the stopwatch shows 15 seconds.

First Appearance of Skill or Concept: Lesson 6 d. Write an expression to represent the distance (feet) of the front of the train
from Station Q as a function of t, the time (seconds) on the stopwatch.
5,000 − 44t
If most students struggle with this item… .
Unit 6 Check Your Readiness 3
• Plan to allow additional time for students to write the linear equation in
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Unit 6 Pre-Unit Diagnostic Assessment 237

7. Item Description
NAME DATE PERIOD
In this unit, students will investigate how changes to the parameters of a
7. Here is the graph of the equation y = 2x.
quadratic expression affect the graph that represents it. This item gauges y
students’ understanding on how the graph of a linear function changes 8
6
when a constant term is added to the expression defining the function. 4
2
First Appearance of Skill or Concept: Lesson 12 O
-8 -6 -4 -2-2 2 4 6 8x

If most students struggle with this item… .

-4
-6
-8
• Plan to spend time on the optional activity included in Lesson 12 to
How would the graph of y = 2x + 8 look different from this
further reinforce how changing the parameters in an equation changes graph? 8.EE.B.5, 8.EE.B.6, HSF-BF.B.3, HSF-IF.C.7.a

the outputs and the resulting graph. A. It would have a steeper slope.

B. It would no longer be a line. It would curve upward.

C. It would be shifted 8 units to the right.

D. It would be shifted 8 units up.

8. Item Description
8. Han bought a $15 bus pass. Each bus ride costs $1.50. 7.EE.A.2
In this unit, students encounter different forms of quadratic expressions. a. The expression 15 − 1.50r represents the dollar amount left in Han’s bus
Each form reveals different information about the quadratic functions they pass after r rides. Explain what the 15, -1.50, and -1.50r in the expression
mean in this situation.
represent. This item assesses students’ understanding of the structures of In 15 − 1.50r, the 15 is the initial amount of money in the pass. The
-1.50 shows the dollar amount being subtracted for each ride. The
linear expressions and the information they reveal. -1.50r shows the dollar amount being subtracted after r rides.

First Appearance of Skill or Concept: Lesson 7 b. Show that the expression 1.50(10 − r) is equivalent to 15 − 1.50r.
Distributing 1.50 over (10 − r) gives (1.50) · 10 − 1.50 · r, which is
If most students struggle with this item… . 15 − 1.50r.

• Plan to spend additional time in this lesson and later lessons when c. Explain what the 1.50, 10, and (10 − r) in the expression 1.50(10 − r) mean
in this situation.
students have to make connections between expressions and real- In 1.50(10 − r), the 1.50 is the dollar cost per ride. The 10 shows
how many rides Han can take with the $15 starting amount. The
world situations by making explicit connections between the different (10 − r) is the number of rides left after he takes r rides.
representations and making use of suggested math language routines.
4 Unit 6 Check Your Readiness

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238 Unit 6 Introduction to Quadratic Functions

Lesson 6-6

Building Quadratic Functions to

Describe Situations (Part 2)

Goals (Teacher-Facing) Lesson Pacing

• Create graphs of quadratic functions that represent a physical Pacing
phenomenon and determine an appropriate domain when graphing. (min)
• Identify and interpret (orally and in writing) the meaning of the vertex of Warm Up 6.1 Sky Bound 5
a graph and the zeros of a function represented in tables and graphs. Activity 6.2 Tracking a Cannonball 15
• Write and interpret (orally and in writing) quadratic functions that Activity 6.3 Graphing Another Cannonball 15
represent a physical phenomenon. Lesson Synthesis 5
Cool Down 6.4 Rocket in the Air 5

Student Learning Goals TOTAL 45

Let’s look at the objects being launched in the air.

Standards Alignment
Learning Targets Addressing
• I can create quadratic functions and graphs that represent situations. HSF-BF.A.1 Write a function that describes a relationship between two
quantities.
• I can relate the vertex of a graph and the zeros of a function to a
situation. HSF-BF.A.1.a Determine an explicit expression, a recursive process, or
• I know that the domain of a function can depend on the situation it steps for calculation from a context.
represents. HSF-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
Required Materials engines in a factory, then the positive integers would be an appropriate
• Graphing technology domain for the function.
HSF-IF.C Analyze functions using different representations.
Required Preparation HSF-IF.C.7.a Graph linear and quadratic functions and show intercepts,
Acquire devices that can run graphing technology. It is ideal if each maxima, and minima.
student has their own device.

(continued on the next page)

Lesson 6-6 Building Quadratic Functions to Describe Situations (Part 2) 285
Lesson Narrative
Previously, students used simple quadratic functions to describe how an
object falls over time given the effect of gravity. In this lesson, they build
on that understanding and construct quadratic functions to represent
projectile motions. Along the way, they learn about the zeros of a function
and the vertex of a graph. They also begin to consider appropriate
domains for a function given the situation it represents.
Students use a linear model to describe the height of an object that is
launched directly upward at a constant speed. Because of the influence of
gravity, however, the object will not continue to travel at a constant rate
(eventually it will stop going higher and will start falling), so the model will
have to be adjusted. MP4
They notice that this phenomenon can be represented with a quadratic
function, and that adding a squared term to the linear term seems to
“bend” the graph and change its direction.

Instructional Routines
• Graph It
• Mathematical Language Routines
- MLR8 Discussion Supports

286 Unit 6 Introduction to Quadratic Functions

 Topic Quadratic Functions

Warm Up 6.1 Sky Bound (5 minutes)

In this warm up, students considers what happens if an object is launched Standards Alignment
up in the air unaffected by gravity. The work here serves two purposes. It Addressing HSF-BF.A.1
reminds students that an object that travels at a constant speed can be
described with a linear function. It also familiarizes students with a
projectile context used in the next activity, in which students will
investigate a quadratic function that more realistically models the
movement of a projectile—with gravity in play.
Students who use a spreadsheet to complete the table practice choosing
tools strategically. MP5

Topic Quadratic Functions Launch

Lesson 6-6
Ask a student to read the opening paragraph of the activity aloud. To help
Building Quadratic Functions to Describe students visualize the situation described, consider sketching a picture of
Situations (Part 2) a cannon pointing straight up, 10 feet above ground. Ask students to
NAME DATE PERIOD
consider what a speed of 406 feet per second means in more concrete
Learning Goal Let’s look at the objects being launched in the air. terms. How fast is that?
Warm Up Students may be more familiar with miles per hour. Tell students that the
6.1 Sky Bound
speed of 406 feet per second is about 277 miles per hour.
A cannon is 10 feet off the ground. It launches a cannonball straight up with a
velocity of 406 feet per second.
Imagine that there is no gravity and that the cannonball continues to travel
Consider arranging students in groups of 2 so they can divide up the
upward with the same velocity. calculations needed to complete the table. Provide access to calculators,
1. Complete the table with the heights of the cannonball at different times.
if requested.
Seconds 0 1 2 3 4 5 t

Distance Above
Ground (Feet)
10 416 822 1,228 1,634 2,040 10 + 406t

2. Write an equation to model the distance in feet, d, of the ball t seconds

Activity Synthesis
after it was fired from the cannon if there was no gravity. d = 10 + 406t
Ask students how the values in the table are changing and what equation
would describe the height of the cannonball if there were no gravity. Even
without graphing, students should notice that the height of the cannonball
over time is a linear function given the repeated addition of 406 feet
every time t increases by 1.
Tell students that, in the next activity, they will look at some actual
heights of the cannonball.

Lesson 6-6 Building Quadratic Functions to Describe Situations (Part 2) 245

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Lesson 6-6 Building Quadratic Functions to Describe Situations (Part 2) 287

 Activity 6.2 Tracking a Cannonball (15 minutes)

Prior to this course, students learned that an object traveling at a constant To generalize the relationship between time and distance, students
speed can be described with a linear function whose graph is a straight reason repeatedly with numerical values and look for regularity. MP8
line. Here they see a model that accounts for the fact that an object that is
If students opt to use spreadsheet or graphing technology, they practice
launched straight up at a constant speed does not keep going at the
choosing appropriate tools strategically. MP5
same rate when the influence of gravity is taken into account. Adding a
quadratic term to a linear function has an effect of “bending” the graph, Instructional Routines
as the output values are no longer changing at a constant rate. See the Appendix, beginning on page A1 for a description of this routine
If students are unsure how to write an equation to represent the values in and all Instructional Routines.
the table, ask them to compare how the actual heights of the cannonball • Mathematical Language Routines
at each second (when t is 1, 2, 3, etc.) differ from those in the no-gravity
- MLR8 Discussion Supports
case (as shown in the table in the warm up). Finding the differences
between the two outputs (16, 64, 144, . . .) at the same input values should
help students think of the numbers and the functions they saw in the
Standards Alignment
previous lesson. Addressing HSF-BF.A.1.a, HSF-IF.C.7.a

Launch
Arrange students in groups of 2. Give students a minute of quiet time to
Activity
6.2 Tracking a Cannonball think about the first question, and then time to share their observations
Earlier, you completed a table that represents the height of a cannonball, in with their partner. Tell students that they will need to reference their work
feet, as a function of time, in seconds, if there was no gravity.
in the warm up.
1. This table shows the actual heights of the ball at different times.

Seconds 0 1 2 3 4 5
Some students may choose to use a spreadsheet tool to extend the
Distance Above Ground (Feet) 10 400 758 1,084 1,378 1,640 pattern, and subsequently to use graphing technology to plot the data.
Compare the values in this table with those in the table you completed
Make these tools accessible, in case requested.
earlier. Make at least 2 observations.
Sample observation:
• The actual height values are all smaller than the hypothetical ones (except Anticipated Misconceptions
the first, before the cannonball has been fired). When comparing the tables, some students may make observations that
• The difference between the distances after some number of second is
not constant. For example, 1 second after firing, the distances in the two
lack the detail needed to write an equation for the actual height. Prompt
tables are 416 and 400, a difference of 16 feet. Two seconds after firing, the them rewrite the outputs for the actual height in terms of the hypothetical
difference between the two values is 64 feet. height (400 = 416 − 16, 758 = 822 − 64, 1,084 = 1,228 − 144, and so
2. Respond to each question.
on). Show them values of 16 t 2 from a previous lesson to help them see
a. Plot the two sets of data you have on the same coordinate plane.
y
and extend the pattern to write the equation.
2,250
Ignoring gravity
Distance above the

2,000
1,750
ground (feet)

actual heights
1,500
1,250
1,000
750
500
250

O 1 2 3 4 5 6 7 8 9 x
Time (seconds)

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 Topic Quadratic Functions

Topic Quadratic Functions Activity Synthesis

NAME DATE PERIOD
Invite students to share their observations about the two tables (the one
b. How are the two graphs alike? How are they different?
from the warm-up and the one here) and how the two graphs compare.
The dots (triangles) that form a straight line represent the hypothetical Highlight responses that suggest that the values in the second table
data that ignores gravity. The dots that form a curve represent the actual account for the effect of gravity.
heights. They both start at the same place (0, 10). The hypothetical data
show the heights increasing at a constant rate, in a linear pattern, while Help students see how the output for each t value varies across the two
the actual data shows values growing more slowly each successive
second.
tables. When t is 1, the output in feet in the second table is 16 less than in
the first table. When t is 2, there is a difference of 64 feet. When t is 3,
3. Write an equation to model the actual distance d, in feet, of the ball t
seconds after it was fired from the cannon. If you get stuck, consider the that difference is 144 feet, and so on. The values 16, 64, 144, . . .
differences in distances and the effects of gravity from a previous lesson.
The effect of gravity is to subtract 16t2. An equation for the actual correspond to the expression 16 t 2 that we saw in the previous lesson
height of the cannonball is d = 10 + 406t − 16t2. (the distance fallen in feet as a function of time in seconds), so we
can represent the values in the second table with the equation
d = 10 + 406t − 16 t 2. Ask students:
Activity
6.3 Graphing Another Cannonball • What do the 10, 406t, and -16 t 2 mean in this situation? The 10 is the
The function defined by d = 50 + 312t − 16t gives the height in feet of a
2
vertical position of the cannonball before it was launched: 10 feet
cannonball t seconds after the ball leaves the cannon.
1. What do the terms 50, 312t, and - 16t 2 tell us about the cannonball? above ground. In 406t, the 406 tells us the vertical velocity at which it
The 50 tells us the cannonball is fired from 50 feet off of the ground, the 312t was shot up. The -16 t 2 accounts for the effect of gravity on the height
tells us that the initial upward velocity is 312 feet per second, and - 16 t 2
represents the effect of gravity pulling the cannonball back to the ground.
of the cannonball after it was shot up.
2. Use graphing technology to graph the function. Adjust the graphing • Why do you think the graph that represents d = 10 + 406t changes
window to the following boundaries: 0 < x < 25 and 0 < y < 2,000.
from a straight line to a curve when -16 t 2 is added to the equation?
2,000
Before that term was added the height increased by 406 feet every
Distance Above
Ground (feet)

1,500
1,000 second. Adding -16 t 2 decreases how much the cannonball travels up
500
by some amount, but that amount gets larger each successive second.
O 5 10 15 20 25
Time (seconds)
Eventually the cannonball stops increasing in height and starts to fall.
Lesson 6-6 Building Quadratic Functions to Describe Situations (Part 2) 247

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Component: SE

Grade: Alg1
PDF Pass Conversing, Representing: MLR8 Discussion Supports. Use this
routine to amplify mathematical uses of language to describe
comparisons between the tables and graphs. After students share an
observation, invite them to repeat their reasoning using mathematical
language relevant to the lesson. Consider inviting the remaining students
to repeat these phrases to provide additional opportunities for all
students to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making

Support For Students with Disabilities

Representation: Internalize Comprehension. Use color-coding and
annotations to highlight connections between representations in a
problem. For example, ask students to highlight the actual height value and
the hypothetical data values in the graph to show the contrast in values.
Supports accessibility for: Visual-spatial processing

Lesson 6-6 Building Quadratic Functions to Describe Situations (Part 2) 289

 Activity 6.3 Graphing Another Cannonball (15 minutes)

In this activity, students explore another model of a projectile motion. Instructional Routines
They graph and interpret a quadratic function in context and begin
See the Appendix, beginning on page A1 for a description of this routine
considering a reasonable domain for the function. Along the way, they
and all Instructional Routines.
practice reasoning concretely and abstractly. MP2
• Graph It
By the end of the lesson, they relate the vertex of the graph to the
maximum height of the cannonball and the positive zero of the function to
Standards Alignment
the time when the cannonball hits the ground.
Addressing HSF-IF.B.5, HSF-IF.C.7.a

Launch
3. Observe the graph and: Provide access to devices that can run graphing technology. If needed,
a. Describe the shape of the graph. What does it tell us about the demonstrate how to adjust the graphing boundaries of the graphing tool.
movement of the cannonball?
Sample response: The distance from the ground increases, reaches a Depending on the graphing tool available and their facility with it,
peak, and then decreases which makes sense in the situation. It also looks
like the distance from the ground decreases in the same way that it students may approach the estimations in the third question in different
increased on the way up. The graph tells us the cannonball went up in the ways (including by eyeballing). If desired, demonstrate how to use the
air, and then fell back down to the ground.
graphing tool to trace the graph and identify the coordinates of any point
b. Estimate the maximum height the ball reaches. When does this happen?
on it (which may include values that are precise or values rounded to a
Sample response: The cannonball gets up to a little over 1,500 feet,
maybe to 1,600 feet. specified decimal place). Or, first observe how students go about
estimating and give additional guidance as needed.
c. Estimate when the ball hits the ground.
Sample response: The cannonball hits the ground a little bit before To support students with the last question, ask students: Is the equation
20 seconds. a good model for predicting the height of the cannonball 10 seconds after
it is fired? What about 1 minute after it is fired?
4. What domain is appropriate for this function? Explain your reasoning.
The equation is a good model for the height of the cannonball from the time it
is launched, t = 0, until the time it lands, just before t = 20. For times outside
of these values, the function values do not mean anything in the context (for
example, for t = 21 the function would place the cannonball underground).

Are you ready for more?

If the cannonball were fired at 800 feet per second, would it reach a mile in height?
Explain your reasoning.
Sample response: The equation here would be g(t) = 50 + 800t − 16t 2.
Since g(10) = 6,450 and there are 5,280 feet in a mile, this cannonball would
reach over a mile in height. This could also be seen by graphing the function.

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290 Unit 6 Introduction to Quadratic Functions
 Topic Quadratic Functions

Activity Synthesis Support For Students with Disabilities

Invite students to share their observations and interpretations of the
graph. Highlight the following points: Representation: Develop Language and Symbols. Create a display of
• The graph representing a quadratic function is a parabola, which is a important terms and vocabulary. Invite students to suggest language or
special kind of U shape. We will learn more about the geometry of diagrams to include that will support their understanding of: vertex of the
this shape in a later course, but for now, notice that there is a point graph, zero of the function, and parabola.
when the graph changes direction, from going up as x increases to Supports accessibility for: Conceptual processing; Language
going down (or changes from going down to going up). We call this
point the vertex of the graph.
• In the previous activity, we plotted a limited set of points, so we
could not tell where the vertex of the graph was. In this graph, we
are able to identify the vertex. In this situation, the vertex tells us the
maximum height that the cannonball reaches and the number of
seconds after launch that it took before it starts to fall.
• In this graph, we can also see that the height of the cannonball is 0
when t is a little less than 20. That point, the horizontal intercept,
relates to the zero of the function, or an input value that produces 0
for the output. In this situation, the zero tells us when the cannonball
hits the ground.
• Even though we can continue the graph beyond t of 20, in this
situation any output values beyond that point would not have any
meaning. After the cannonball hits the ground, the function is no
longer appropriate for modeling the movement of the cannonball.
Likewise, the function is not appropriate before t = 0 or before the
cannon is fired. In this situation, a domain between 0 and just below
20 seconds is appropriate.

Lesson 6-6 Building Quadratic Functions to Describe Situations (Part 2) 291

 Lesson Synthesis (5 minutes)

To reinforce the connections between the parameters of a quadratic - 400 − 16 t 2 The zero is the time when the height of the object is 0
expression and the situation it describes, ask students: feet, which is when it hits the ground.
• So far, we’ve seen different expressions that represent vertical - 50 + 100t − 16 t 2 The zero is the time when the height of the
distances. Here are three expressions that all represent distance object is 0 feet, which is also when it hits the ground.
from the ground, in feet, as a function of time, in seconds. What does
Explain to students that the models seen here are simplified models and
each of them tell us? Draw a diagram to illustrate the distances, if
they ignore other factors such as air resistance, so the models that
helpful.
scientists use to study physical phenomena are likely to be more complex
- 16t 2 the distance an object travels t seconds after being dropped than what they’ve seen here.
- 400 − 16t 2 the height of an object that is dropped from a height of If time permits, consider addressing a common misconception: that
400 fee a graph of a quadratic function that represents distance-time relationship
- 50 + 100t − 16t 2 the height of an object that is shot up from 50 shows the physical trajectory of the object. Ask students to draw a sketch
feet above the ground at a vertical speed of 100 feet per second, t of what a bystander would see if they are facing the cannon as the ball is
seconds after being launched being launched.

• If each expression defines a function, what does the zero of that Clarify that the graph represents the height of the object as a function of
function tell us? time, not the path that the object travels. In the examples given here, the
object just goes straight up and straight down.
- 16t 2 The zero is the time when the object has traveled a distance of
0 feet. This happens at t = 0, before the object is dropped.

Cool Down 6.4 Rocket in the Air (5 minutes)

Standards Alignment
Addressing HSF-IF.C
NAME DATE PERIOD

Lesson 6-6 Building Quadratic Functions to Describe Situations (Part 2)

Cool Down
6.4 Rocket in the Air

The height, h, of a stomp rocket (propelled by a short blast of air) above the
ground after t seconds is given by the equation h(t) = 5 + 100t − 16t 2. Here is a
graph that represents h.

200
Height Above
Ground (feet)

150
100
50

O 1 2 3 4 5 6 7
Time (seconds)

1. How does the 5 in the equation relate to the graph?

The graph intersects the vertical axis at 5.
2. What does 100t in the equation mean in terms of the rocket?
It indicates that the initial velocity of the rocket was
100 feet per second upward.
3. What does the − 16t 2 mean in terms of the rocket?
This indicates the effect of gravity pulling the rocket back
toward Earth.
4. About when does the rocket hit the ground?
At about 6.3 seconds.

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Lesson 6-6 Building Quadratic Functions to Describe Situations (Part 2) 1

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 Topic Quadratic Functions

NAME DATE PERIOD

Practice
Building Quadratic Functions to Describe Situations (Part 2)
Summary
Building Quadratic Functions to Describe Situations (Part 2) 1. The height of a diver above the water is given by h(t) = - 5 t 2 + 10t + 3,
where t is time measured in seconds and h(t) is measured in meters. Select
In this lesson, we looked at the height of objects that are launched upward and all statements that are true about the situation.
then come back down because of gravity.
A. The diver begins 5 meters above the water.
An object is thrown upward from a height of 5 feet with a velocity of 60 feet
per second. Its height h(t) in feet after t seconds is modeled by the function
h(t) = 5 + 60t − 16t 2. B. The diver begins 3 meters above the water.

• The linear expression 5 + 60t represents the height the object would have
C. The function has 1 zero that makes sense in this situation.
at time t if there were no gravity. The object would keep going up at the
same speed at which it was thrown. The graph would be a line with a slope
of 60 which relates to the constant speed of 60 feet per second. D. The function has 2 zeros that make sense in this situation.

• The expression - 16t 2 represents the effect of gravity, which eventually

E. The graph that represents h starts at the origin and curves upward.
causes the object to slow down, stop, and start falling back again.
Notice the graph intersects the vertical axis at 5, which Here is the graph of h. F. The diver begins at the same height as the water level.
means the object was thrown into the air from 5 feet off

Distance Above
80

Ground (feet)
the ground. The graph indicates that the object reaches 60 2. The height of a baseball, in feet, is modeled by the function h given by the
its peak height of about 60 feet after a little less than 2 40 equation h(t) = 3 + 60t − 16t 2. The graph of the function is shown.
seconds. That peak is the point on the graph where the
20 a. About when does the baseball reach its
function reaches a maximum value. At that point, the 80
curve changes direction, and the output of the function O 1 2 3 4 maximum height? 70

Height (feet)
60
changes from increasing to decreasing. We call that Time (seconds) just before 2 seconds 50
point the vertex of the graph. 40
30
The graph representing any quadratic function is a special kind of “U” shape b. About how high is the maximum height of the 20
called a parabola. You will learn more about the geometry of parabolas in a baseball? 10
future course. Every parabola has a vertex, because there is a point where it O
changes direction—from increasing to decreasing, or the other way around.
about 60 feet 1 2 3 4 5
Time (seconds)
The object hits the ground a little before 4 seconds. That time corresponds to the c. About when does the ball hit the ground?
horizontal intercept of the graph. An input value that produces an output of 0 is called a less than 4 seconds after the baseball was hit or thrown
zero of the function. A zero of the function h is approximately 3.8, because h(3.8) ≈ 0.

In this situation, input values less than 0 seconds or more than about 3.8
seconds would not be meaningful, so an appropriate domain for this function
would include all values of t between 0 and about 3.8.

Glossary
vertex (of a graph)

Summary and Practice

zero (of a function)

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NAME DATE PERIOD 5. Tyler is building a pen for his rabbit on the side of the garage.
He needs to fence in three sides and wants to use 24 ft of
width rabbit pen
3. Technology required. Two rocks are launched straight up in the air. The fencing. (Lesson 6-1)
height of Rock A is given by the function f, where f(t) = 4 + 30t − 16t 2. The
height of Rock B is given by g, where g(t) = 5 + 20t − 16t 2. In both length
functions, t is time measured in seconds and height is measured in feet.
Use graphing technology to graph both equations. Determine which rock a. The table shows some possible lengths and widths. Length Width Area
hits the ground first and explain how you know. Complete each area. (ft) (ft) (sq ft)

Rock B hits the ground first. Sample explanation: The graph for Rock B See table. 8 8 64
(function g) crosses the x-axis at about 1.5, which means it hits the 10 7 70
ground about 1.5 seconds after launch. The graph for Rock A (function f) b. Which length and width combination should Tyler choose
12 6 72
crosses the x-axis at about 2, which means it hits the ground about 2 to give his rabbit the most room?
12 ft by 6 ft 14 5 70
seconds after launch.
16 4 64
25 6. Here is a pattern of dots. (Lesson 6-2)
Height (feet)

20
Total Number
15 Step
of Dots
10
5 g 0 3
f
Step 1 Step 2 Step 3 Step 4
O 1 2 3 1 4
Time (seconds)
a. Complete the table. 2 7
4. Each expression represents an object’s distance from the ground in b. How many dots will there be in Step 10? 103 3 12
meters as a function of time, t, in seconds. c. How many dots will there be in Step n? n2 + 3 or equivalent
Object A: - 5t 2 + 25t + 50

Object B: - 5t 2 + 50t + 25

a. Which object was launched with the greatest vertical speed?

Object B

b. Which object was launched from the greatest height?

Object A

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Lesson 6-6 Building Quadratic Functions

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 Topic Quadratic Functions

NAME DATE PERIOD 9. The graph shows how much insulin, in micrograms (mcg), is in a patient’s
body after receiving an injection. (Lesson 5-6)
7. The function f is defined by f(x) = 2 and the function g is defined by
x
a. Write an equation giving the number of mcg of insulin, m,

Insulin (micrograms)
g(x) = x 2 + 16. (Lesson 6-4) in the patient’s body h hours after receiving the injection.
200
m = 200 · _
a. Find the values of f and g when x is 4, 5, and 6. h

f(4) = 16 , f(5) = 32, f(6) = 64, g(4) = 32, g(5) = 41, g(6) = 52.
2
5 ()
100
b. After 3 hours, will the patient still have at least 10 mcg of
insulin in their body? Explain how you know.
Yes. After 3 hours, the patient has 200 · _ ()
3
b. Will the values of f always be greater than the values of g? Explain how 2 O 1 2
you know. 5 Time (hours)
No. Sample response: The values of f are less than the values of g mcg of insulin in their body. This is almost 13 mcg.
when x is 4 or 5, but when x is 6, the value of f is greater than the
value of g. Because f is an exponential function that grows by a
factor of 2, it will eventually overtake a quadratic function like g.
For smaller values of x, the values of f will be smaller than the
values of g.
8. Han accidentally drops his water bottle from the balcony of his apartment
building. The equation d = 32 − 5t 2 gives the distance from the ground, d,
in meters after t seconds. (Lesson 6-5)
a. Complete the table and plot the data on the coordinate plane.

40
Distance from the
Ground (meters)

t (Seconds) d (Meters)
30
0 32
20
0.5 30.75
10
1 27
O 1 2 3
1.5 20.75 Time (seconds)
2 12

b. Is the water bottle falling at a constant speed? Explain how you know.
No. Sample explanation: The change in distance is not the same for
equal intervals of time. Between 0 seconds and 0.5 seconds, the water
bottle dropped 1.25 meters. Between 0.5 seconds and 1 second, the
water bottle dropped 3.75 meters.
Summary and Practice

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294 Unit 6 Introduction to Quadratic Functions

Student Edition
 Topic Quadratic Functions

Lesson 6-6

Building Quadratic Functions to Describe

Situations (Part 2)
NAME DATE PERIOD

Learning Goal Let’s look at the objects being launched in the air.

Warm Up
6.1 Sky Bound

A cannon is 10 feet off the ground. It launches a cannonball straight up with a

velocity of 406 feet per second.
Imagine that there is no gravity and that the cannonball continues to travel
upward with the same velocity.
1. Complete the table with the heights of the cannonball at different times.

Seconds 0 1 2 3 4 5 t

Distance Above
10
Ground (Feet)

2. Write an equation to model the distance in feet, d, of the ball t seconds

after it was fired from the cannon if there was no gravity.

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 Activity
6.2 Tracking a Cannonball

Earlier, you completed a table that represents the height of a cannonball, in

feet, as a function of time, in seconds, if there was no gravity.
1. This table shows the actual heights of the ball at different times.

Seconds 0 1 2 3 4 5

Distance Above Ground (Feet) 10 400 758 1,084 1,378 1,640

Compare the values in this table with those in the table you completed
earlier. Make at least 2 observations.

2. Respond to each question.

a. Plot the two sets of data you have on the same coordinate plane.
y
2,250
Distance above the

2,000
1,750
ground (feet)

1,500
1,250
1,000
750
500
250

O 1 2 3 4 5 6 7 8 9 x
Time (seconds)

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 Topic Quadratic Functions

NAME DATE PERIOD

b. How are the two graphs alike? How are they different?

3. Write an equation to model the actual distance d, in feet, of the ball t

seconds after it was fired from the cannon. If you get stuck, consider the
differences in distances and the effects of gravity from a previous lesson.

Activity
6.3 Graphing Another Cannonball

The function defined by d = 50 + 312t − 16t 2 gives the height in feet of a

cannonball t seconds after the ball leaves the cannon.
1. What do the terms 50, 312t, and - 16t 2 tell us about the cannonball?

2. Use graphing technology to graph the function. Adjust the graphing

window to the following boundaries: 0 < x < 25 and 0 < y < 2,000.

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 3. Observe the graph and:
a. Describe the shape of the graph. What does it tell us about the
movement of the cannonball?

b. Estimate the maximum height the ball reaches. When does this happen?

c. Estimate when the ball hits the ground.

4. What domain is appropriate for this function? Explain your reasoning.

Are you ready for more?

If the cannonball were fired at 800 feet per second, would it reach a mile in height?
Explain your reasoning.

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Summary
Building Quadratic Functions to Describe Situations (Part 2)

In this lesson, we looked at the height of objects that are launched upward and
then come back down because of gravity.
An object is thrown upward from a height of 5 feet with a velocity of 60 feet
per second. Its height h(t) in feet after t seconds is modeled by the function
h(t) = 5 + 60t − 16t 2.
• The linear expression 5 + 60t represents the height the object would have
at time t if there were no gravity. The object would keep going up at the
same speed at which it was thrown. The graph would be a line with a slope
of 60 which relates to the constant speed of 60 feet per second.
• The expression - 16t 2 represents the effect of gravity, which eventually
causes the object to slow down, stop, and start falling back again.
Notice the graph intersects the vertical axis at 5, which Here is the graph of h.
means the object was thrown into the air from 5 feet off

Distance Above
80

Ground (feet)
the ground. The graph indicates that the object reaches 60
its peak height of about 60 feet after a little less than 2 40
seconds. That peak is the point on the graph where the
20
function reaches a maximum value. At that point, the
curve changes direction, and the output of the function O 1 2 3 4
changes from increasing to decreasing. We call that Time (seconds)
point the vertex of the graph.
The graph representing any quadratic function is a special kind of “U” shape
called a parabola. You will learn more about the geometry of parabolas in a
future course. Every parabola has a vertex, because there is a point where it
changes direction—from increasing to decreasing, or the other way around.

The object hits the ground a little before 4 seconds. That time corresponds to the
horizontal intercept of the graph. An input value that produces an output of 0 is called a
zero of the function. A zero of the function h is approximately 3.8, because h(3.8) ≈ 0.

In this situation, input values less than 0 seconds or more than about 3.8
seconds would not be meaningful, so an appropriate domain for this function
would include all values of t between 0 and about 3.8.

Glossary
vertex (of a graph)
zero (of a function)

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 Practice
Building Quadratic Functions to Describe Situations (Part 2)

1. The height of a diver above the water is given by h(t) = - 5 t 2 + 10t + 3,

where t is time measured in seconds and h(t) is measured in meters. Select
all statements that are true about the situation.

A. The diver begins 5 meters above the water.

B. The diver begins 3 meters above the water.

C. The function has 1 zero that makes sense in this situation.

D. The function has 2 zeros that make sense in this situation.

E. The graph that represents h starts at the origin and curves upward.

F. The diver begins at the same height as the water level.

2. The height of a baseball, in feet, is modeled by the function h given by the

equation h(t) = 3 + 60t − 16t 2. The graph of the function is shown.
a. About when does the baseball reach its 80
maximum height? 70
Height (feet)

60
50
40
30
b. About how high is the maximum height of the 20
baseball? 10
O 1 2 3 4 5
Time (seconds)
c. About when does the ball hit the ground?

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 Topic Quadratic Functions

NAME DATE PERIOD

3. Technology required. Two rocks are launched straight up in the air. The
height of Rock A is given by the function f, where f(t) = 4 + 30t − 16t 2. The
height of Rock B is given by g, where g(t) = 5 + 20t − 16t 2. In both
functions, t is time measured in seconds and height is measured in feet.
Use graphing technology to graph both equations. Determine which rock
hits the ground first and explain how you know.

4. Each expression represents an object’s distance from the ground in

meters as a function of time, t, in seconds.
Object A: - 5t 2 + 25t + 50

Object B: - 5t 2 + 50t + 25

a. Which object was launched with the greatest vertical speed?

b. Which object was launched from the greatest height?

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 5. Tyler is building a pen for his rabbit on the side of the garage.
He needs to fence in three sides and wants to use 24 ft of
width rabbit pen
fencing. (Lesson 6-1)

length

a. The table shows some possible lengths and widths. Length Width Area
Complete each area. (ft) (ft) (sq ft)

8 8

10 7
b. Which length and width combination should Tyler choose
12 6
to give his rabbit the most room?
14 5

16 4
6. Here is a pattern of dots. (Lesson 6-2)

Total Number
Step
of Dots

0
Step 1 Step 2 Step 3 Step 4
1

2
a. Complete the table.
b. How many dots will there be in Step 10? 3

c. How many dots will there be in Step n?

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 Topic Quadratic Functions

NAME DATE PERIOD

7. The function f is defined by f(x) = 2 x and the function g is defined by

g(x) = x 2 + 16. (Lesson 6-4)
a. Find the values of f and g when x is 4, 5, and 6.

b. Will the values of f always be greater than the values of g? Explain how
you know.

8. Han accidentally drops his water bottle from the balcony of his apartment
building. The equation d = 32 − 5t 2 gives the distance from the ground, d,
in meters after t seconds. (Lesson 6-5)
a. Complete the table and plot the data on the coordinate plane.

40
Distance from the
Ground (meters)

t (Seconds) d (Meters)
30
0
20
0.5
10
1
O 1 2 3
1.5 Time (seconds)
2

b. Is the water bottle falling at a constant speed? Explain how you know.

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 9. The graph shows how much insulin, in micrograms (mcg), is in a patient’s
body after receiving an injection. (Lesson 5-6)
a. Write an equation giving the number of mcg of insulin, m,

Insulin (micrograms)
in the patient’s body h hours after receiving the injection.
200

100
b. After 3 hours, will the patient still have at least 10 mcg of
insulin in their body? Explain how you know.
O 1 2
Time (hours)

254 Unit 6 Introduction to Quadratic Functions

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Algebra 1

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