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Lesson 1 Handout - Working With Quadratics

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29 views4 pages

Lesson 1 Handout - Working With Quadratics

Uploaded by

Maria Jose Cano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Working with QUADRATICS

PART 1: Solving Quadratic Equations


Recall: SOLVING a quadratic Equation means to ________________________________
There are THREE main methods used when SOLVING a quadratic:



CLASS EXAMPLES:
1. Solve the following using the most appropriate method:
a) 2(𝑥 − 3)2 – 32 = 0 b) 2𝑥 2 − 12𝑥 − 14 = 0 c) −2𝑥 2 + 8𝑥 − 5 = 0

PART 2: Solving a Linear-Quadratic System


DEFINTION 1: A System of Equations is a SET of two or more equations.
Recall in Gr 9 and 10 you solved a LINEAR system by methods of graphing, substitution or elimination. Now in grade 11,
you will be solving a system that combines linear and quadratic equations!

DEFINITION 2: Solving a System means you are required to determine the point(s) common to all equations (i.e. POI: Point of
Intersection)
Recall in Gr 9 and 10, when solving a linear system one of THREE possibilities could occur. There could have been NO
solutions, exactly ONE solution or an INFINITE number of solutions. Recall the graphical representation of each of these
scenarios (what would the lines have looked like in each scenario?)

NOW- extend these concepts to a scenario involving a line and a parabola. Draw a graphical scenario that would result
in the following solutions:. i.e. Think about how two relations can be related if we graph them on the same set of axes? Hint: there
are AGAIN, three unique possibilities!

Below are THREE systems. Each one represents one of the scenarios you should have identified above!
Algebraically, solve the following systems to find out which one. THEN, use DESMOS to graph each system to
graphically see what each possibility will look like.
a) x  y  1  0 b) y  4 x  4 c) y  3x  13
y  x 2  2x  3 y  x 2  2x  3 y  x 2  2x  3
What is a SECANT line?

What is a TANGENT line?

The CASE OF A BANK ROBBERY…your assistance is needed to help the RCMP!


A Bank robbery is taking place when RCMP Officer Mathify, who is 100m away from the bank, gets the 911 call. If she is
riding her horse at a constant speed of 10m/s towards the bank, an equation that can model her position (d) as a function
of time (t) is: 𝑑(𝑡) = 10𝑡 − 100
The bank robber begins to travel in the same direction as Officer Mathify, accelerating away from the bank. The robbers
distance d, in metres, away from the bank after t seconds can be modelled by the equation
𝑑(𝑡) = 0.2𝑡 2 .
QUESTION: Will Officer Mathify ever catch the bank robber?
If yes, find the exact time and position where this will happen. If no, explain why not.

PART 3: Determining Number of Solutions

Summary: Given the discriminant D = b 2  4ac


i) If D > 0, there will be two ______ roots.
(*Interesting Note: IF D is a perfect square, then these roots will be either integer OR rational values,
otherwise they will be irrational/algebraic roots)
ii) If D = 0, there will be two __________ roots. Or in other words, _____________
_________________ _________________
iii) If D < 0, there will be two roots. Or in other words
It will have NO ___________________ _______________________.

CLASS EXAMPLES:
2. a) Determine the value of k so that the quadratic function has exactly ONE root: 𝑓(𝑥) = 𝑥 2 − 𝑘𝑥 + 3
b) Determine the value(s) for k for which the line 𝑓(𝑥) = 7 − 2𝑥 never intersects the quadratic equation
𝑔(𝑥) = 𝑥 2 + 3𝑥 + 𝑘.

*What does it mean to “FLIP THE SWITCH” when solving an INEQUALITY?

c) Challenge problem: If a line with a slope of 4 has one point of intersection with the quadratic function,
1
𝑦 = 2 𝑥 2 + 2𝑥 − 8, what is the y-intercept of the line? Write the equation of the line in slope-intercept form.

OPTIONAL Part 4: Determining Quadratic Equations

DEFINITION: Functions that have a common property are called a ____________. For example,
in Grade 9, you discovered the “family” of LINEAR relations which shared the same slope were
________________ lines!
NOW, let’s consider Families of Quadratic Functions!
Quadratic Functions that have the same _______________ are said to belong to the same “family”

EXAMPLES:
3. a) Determine the equation for a family of quadratic functions given that 6 is the ONLY root
2 5
b) Determine the equation for a family of quadratic functions given that it has roots: 3
𝑎𝑛𝑑 − 2

Now- what if we wanted to determine the exact quadratic equation of the equation and we were told that the
parabola passes through the point (2, 5). How can we determine the vertical stretch/compression factor "a"?

GROUP CHALLENGE Problem:


Determine the exact quadratic equation given that it has roots at 𝑥 = 3 + √5 & 𝑥 = 3 − √5 and it
contains the point (2, -12)

CYU Practice (Solutions are online):


Determine the exact quadratic equation given that
a) It has roots 2 & -2 and contains the point (0,3)
b) It has a double root at x = -2 and contains the point (3,10)

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