Graphing Quadratics
Grab a warm-up off the wooden desk and get started!
Goals:
Warm-up #1
Graph each of the given parent functions.
Warm-up #2
Use your graphs on the front side of the paper to answer the following questions:
What’s different about the quadratic graph compared to the exponential graph?
What’s different about the parent equation for the quadratic compared to the other 2 parent equations?
Axis of Symmetry
The labeled dashed line is called the axis of symmetry for the parabola. Write down everything you can say is likely to be true about the axis of symmetry based on the image shown.
Quadratic Key Characteristics
Axis of symmetry
vertex
KEY
(0, 4)
(1, -1)
(-2, 0)
maximum
minimum
maximum
x = 0
x = 1
x = -2
(-2,0) & (2,0)
(0,0) & (2,0)
(-2,0)
(0, 4)
(0, 0)
(0, -4)
All real numbers
All real numbers
All real numbers
y < 4
y > -1
y < 0
Axis of symmetry
vertex
How does the a-value impact the graph?
How does changing the a-value impact the graph of the quadratic?
What happens when a gets larger? | What happens when a gets closer to zero? | What happens when a is negative? |
Try it!
Log on to student.desmos.com
7. Determine whether the statement is always, sometimes, or never true. Explain your reasoning.
Toss the Squish!
Today I learned... relating to quadratic functions.
One question I still have is...
I know that I need to work more on...
Resources
Mod 7 Standards
�Critical Area of Focus #3: Descriptive Statistics
In middle school, students developed an understanding of statistical problem solving through the format of the GAISE Model. They were expected to display numerical data and summarize it using measures of center and variability. By the end of middle school, students were creating scatter plots and recognizing linear trends in data. Now, they apply those concepts by using the GAISE model in the context of real-world applications. Students develop formal means of assessing how a model fits data. They use regression techniques to describe approximately linear relationships between quantities. Students use graphical representations and knowledge of the context to make judgements about the appropriateness of linear models. In Algebra 2. Mathematics 3, students will look at residuals to analyze the goodness of fit.
Statistics and Probability Overview
Interpreting Categorical and Quantitative Data
The GAISE Model (ODE Model Curriculum)
Guidelines for Assessment and Instruction in Statistics Education Report
EDIT
Mod 8 Standards
�S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots) in the context of real-world applications using the GAISE model.
S.ID.2 In the context of real-world applications by using the GAISE model, use statistics appropriate to the shape of the data distribution to compare center (median and mean) and spread (mean absolute deviation, interquartile range, and standard deviation) of two or more different data sets.
S.ID.3 In the context of real-world applications by using the GAISE model, interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
S.ID.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.�c. Fit a linear function for a scatterplot that suggests a linear association.
S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
EDIT
Key Characteristics
Desmos: Quadratics Bundle
Finish early?
Try Delta Math: Polynomials