Integrated Math II Unit 2 (Student)

Quadratic
Functions 2
ESSENTIAL QUESTIONS
Unit Overview
This unit focuses on quadratic functions and equations. You will How can you determine key
write the equations of quadratic functions to model situations. attributes of a quadratic
You will also graph quadratic functions and other parabolas and function from an equation
interpret key features of the graphs. In addition, you will study or graph?
methods of finding solutions of quadratic equations and How do graphic, symbolic,
interpreting the meaning of the solutions. You will also extend and numeric methods of
your knowledge of number systems to the complex numbers. solving quadratic equations
compare to one another?
Key Terms
As you study this unit, add these and other terms to your math
notebook. Include in your notes your prior knowledge of each
EMBEDDED ASSESSMENTS
word, as well as your experiences in using the word in different
mathematical examples. If needed, ask for help in pronouncing This unit has two embedded
new words and add information on pronunciation to your math assessments, following Activities 11
notebook. It is important that you learn new terms and use them and 13. By completing these
embedded assessments, you will
correctly in your class discussions and in your problem solutions.
demonstrate your understanding of
key features of quadratic functions
Academic Vocabulary and parabolas, solutions to quadratic
© 2017 College Board. All rights reserved.
• characterize • contrast equations, and systems that include

nonlinear equations.
Math Terms
Embedded Assessment 1:
• linear expression • directrix
• quadratic expression • quadratic regression Modeling with a Quadratic
Function p. 155
• quadratic function • quadratic equation
• factored form • zeros of a function Embedded Assessment 2:
• standard form • roots of an equation Solving Quadratic Equations p. 187
• parabola • completing the square
• vertex • real solutions
• axis of symmetry • nonreal solutions
• maximum • quadratic formula
• minimum • discriminant
• focus
117
UNIT 2
Getting Ready
Answer each item. Show your work.
Factor the expressions in Items 1–4 completely. 7. Graph a line that has an x-intercept of 5 and a
3 2 2 y-intercept of −2.
1. 6x y + 12x y
y
2. 3 − 3x2 10
3. x2 − 49 8
4. x2 − 6x + 9 6
5. If f(x) = 3x − 5, find each value. 4
a. f(4)
b. f(−2) 2
6. Graph f(x ) = 3 x − 3 . x
4 2 –10 –8 –6 –4 –2 2 4 6 8 10
–2
f(x)
10 –4
8 –6
6 –8
4 –10
2 8. Graph f(x) = 2|x| − 7. Is the value of f(x) at

x x = 0 a maximum or a minimum? What is this
–10 –8 –6 –4 –2 2 4 6 8 10
value?
–2
f (x)
–4 10
–6 8
–8 6

–10 4
x
–10 –8 –6 –4 –2 2 4 6 8 10
–2
–4
–6
–8
–10
118 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

Factoring Quadratic Expressions ACTIVITY 9
Deconstructing Floor Plans
Lesson 9-1 Factoring x2 + bx + c
My Notes
Learning Target:
• Factor 2
quadratic expressions of the form x + bx + c as the product of
two linear expressions.
SUGGESTED LEARNING STRATEGIES: Marking the Text, Create
Representations, Think-Pair-Share, Look for a Pattern, Discussion Groups
Recall from Activity 8 that Factor Steele Buildings can create many floor
plans with different-size spaces. Custom Showrooms has asked Factor Steele
Buildings for a floor plan with one conference room, five large offices, and
six cubicles. Each great room has a length and width equal to x units, each
large office has a width of x units and a length of 1 unit, and each cubicle has
a length and width of 1 unit.
Factor Steele Buildings proposes the rectangular floor plan shown below.
x 1 1 1
1. Represent the area of the entire office as a sum of the areas of all the
rooms.
2. Write the area of the entire office as a product of two binomials, the
two linear expressions represented by the width and length of the MATH TERMS
entire office. A linear expression is a polynomial
expression of degree 1, such as
3a or 2x − 5.
3. Make use of structure. Multiply the linear expressions in Item 2 to

check that their product is the expression you wrote in Item 1. Justify
your steps and name any properties you use to multiply the linear
expressions.
Items 1 through 3 show how to use algebra tiles to factor a quadratic

expression as the product of two linear expressions. However, drawing tiles MATH TERMS
to factor a quadratic expression can become time-consuming. Analyzing
A quadratic expression is a
patterns and using graphic organizers can help factor a quadratic expression
polynomial expression of degree 2,
of the form x2 + bx + c without using tiles.
such as p2, 2y2 + 3y, or x2 - 5x + 12.
Activity 9 • Factoring Quadratic Expressions 119

ACTIVITY 9 Lesson 9-1
continued Factoring x2 + bx + c
My Notes
Factoring a quadratic expression of the form x2 + bx + c as the product of
two linear expressions can also be described as factoring a trinomial into two
binomials. You did this in Lesson 8-2 for a special trinomial—a perfect
square trinomial.
4. Consider the linear expressions (x − 5) and (x + 3).
a. Determine their product.
b. How is the coefficient of the quadratic expression’s middle term

related to the constant terms of the linear expressions?
c. How is the constant term of the quadratic expression related to the

constant terms of the linear expressions?
5. Consider the linear expressions (x + 6) and (x + 1).

a. Determine their product.
b. How is the coefficient of the quadratic expression’s middle term

related to the constant terms of the linear expressions?
c. How is the constant term of the quadratic expression related to the

constant terms of the linear expressions?

6. Express regularity in repeated reasoning. Use the patterns you
observed in Items 4 and 5 to analyze a quadratic expression of the form
x2 + bx + c. Describe how the numbers in the linear factors are related
to the constant term c, and to b, the coefficient of x.

Lesson 9-1 ACTIVITY 9
Factoring x2 + bx + c continued
My Notes
Example A
Factor x2 + 12x + 32.
Step 1: Create a graphic organizer as shown. Place the first term in the
upper left region. Place the last term in the lower right region.
x2
32
Step 2: Identify the factors of c that add to b. Use a table to help you test factors.
Factors of 32 Sum of the Factors

32 1 32 + 1 = 33
16 2 16 + 2 = 18
8 4 8 + 4 = 12✓
Step 3: Fill in the missing factors and products in the graphic organizer.
x 8
x x2 8x
4 4x 32
Step 4: Write the original quadratic expression as the product of two

linear binomial factors.
x2 + 12x + 32 = (x + 4)(x + 8)

continued Factoring x2 + bx + c
My Notes
Try These A
a. Fill in the missing sections of the graphic organizer for the quadratic
expression x2 − 6x + 8. Express the quadratic expression as a product
of two linear binomial factors.
x2
–4x 8
b. Make a graphic organizer like the one above for the quadratic
expression x2 + 14x + 45. Express the quadratic expression as a product
of two linear binomial factors.

c. Factor x2 + 6x - 27.
d. Factor x2 + 10x + 1.
MATH TIP
If there are no factors of c that add
to b, the quadratic expression
cannot be factored. A polynomial
that cannot be factored is called
unfactorable or a prime polynomial.

Factoring x2 + bx + c continued
My Notes
Check Your Understanding
Factor each quadratic expression. Then multiply your factors to check your

work. If the quadratic expression cannot be factored, write cannot be
factored.
7. x2 + 15x + 56
8. x2 + 22x + 120
9. x2 − 6x − 27
10. x2 − 14x + 48
11. x2 − x + 1
LESSON 9-1 PRACTICE

Factor each quadratic expression. If the expression cannot be factored, write
cannot be factored.
12. x2 + 8x + 15
13. x2 − 5x − 14
14. x2 − 5x + 3
15. x2 − 16x + 48
16. 24 + 10x + x2
17. x2 − 81
18. x2 + 6x
19. Custom Showrooms has expanded and now wants Factor Steele
Buildings to create a floor plan with one conference room, 15 large
offices, and 50 cubicles.
a. Write the area of the new floor plan as a quadratic expression.

b. Factor the quadratic expression.
c. Multiply the linear expressions in part b to check your work.
20. Reason abstractly. Suppose x2 + bx + c is a factorable quadratic
expression in which c is a positive prime number and b is also positive. MATH TIP
a. Write an expression to represent the value of b.
A prime number has only itself
b. Write x2 + bx + c as the product of two factors using only c as an
and 1 as factors. For example, the
unknown constant.
numbers 3 and 11 are prime
c. Repeat parts a and b if c is still a positive prime number, but b is now
numbers.
negative.
21. Rishana says that x2 − 7x is not factorable, because it is not in the form
ax2 + bx + c. Is she correct? Explain.

continued Factoring ax2 + bx + c
My Notes
Learning Targets:
• Factor quadratic expressions of the form ax + bx + c when the GCF is 1.
2
• Factor
not 1.
2
quadratic expressions of the form ax + bx + c when the GCF is
SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Note

Taking, Guess and Check, Look for a Pattern, Work Backward
Custom Showrooms now wants Factor Steele Buildings to create a floor plan
with more than one conference room. Instead, Custom Showrooms wants
two conference rooms, seven large offices, and six cubicles.
The quadratic expression 2x2 + 7x + 6 can be factored to determine the
length and width of the entire office space.
1. Attend to precision. How is 2x2 + 7x + 6 different from the
quadratic expressions you factored in Lesson 9-1?
Example A
Factor 2x2 + 7x + 6 using a guess and check method.
Possible Linear Reasoning

MATH TIP
Factors
The factors of c will both have the (2x )(x ) a = 2 can be factored as 2 • 1.
same sign if c > 0. If b < 0, both
factors will be negative. If b > 0, (2x + )(x + ) c = 6, so both factors have the same sign.
both factors will be positive. b = 7, so both factors are positive.
⋅ ⋅
6 can be factored as 1 6, 6 1, 2 3, or⋅
⋅
3 2.
(2x + 1)(x + 6) Product: 2x2 + 13x + 6, incorrect

(2x + 3)(x + 2) Product: 2x2 + 7x + 6, correct factors
Example B
Factor 3x2 + 8x − 11 using a guess and check method.
Possible Linear Reasoning

Factors
(3x )(x ) a = 3 can be factored as 3 • 1.
(3x + )(x - ) c = −11, so the factors have different
or signs. −11 can be factored as 11 (-1),⋅
(3x - )(x + ) ⋅ ⋅
(-11) 1, 1 (-11), or (-1) 11. ⋅
(3x + 11)(x − 1) Product: 3x2 + 8x − 11, correct factors
(3x − 11)(x + 1) Product: 3x2 − 8x − 11, incorrect
(3x + 1)(x − 11) Product: 3x2 − 32x − 11, incorrect
(3x − 1)(x + 11) Product: 3x2 + 32x − 11, incorrect

Factoring ax2 + bx + c continued
My Notes
Try These A–B
Factor the quadratic expressions.
a. 3x2 + 5x + 2 b. 2x2 + 5x − 18
c. 2x2 + 6x - 7
Example C
Factor 4x2 − 4x − 15 using a guess and check method.
Possible Linear Factors Reasoning

(4x )(x
or
) a = 4 can be factored as 4 ⋅ 1 or 2 ⋅ 2.
(2x )(2x )
(4x - )(x + ) or c = -15, so the factors have different
(4x + )(x - ) signs. -15 can be factored as
or ⋅ ⋅
(-1) 15, 1 (-15), (-15) 1, ⋅
(2x - )(2x + ⋅ ⋅
) or 15 (-1), (-3) 5, 3 (-5), ⋅
(2x + )(2x - ⋅
) (-5) 3, or 5 (-3). ⋅
(4x − 15)(x + 1) Product: 4x2 − 11x − 15, incorrect
(4x + 15)(x − 1) Product: 4x2 + 11x − 15, incorrect

(4x + 5)(x − 3) Product: 4x2 - 7x − 15, incorrect
(2x − 1)(2x + 15) Product: 4x2 + 28x − 15, incorrect
(2x + 1)(2x − 15) Product: 4x2 − 28x − 15, incorrect
(2x − 3)(2x + 5) Product: 4x2 + 4x − 15, incorrect
(2x + 3)(2x − 5) Product: 4x2 − 4x − 15, correct factors
Try These C
Factor the quadratic expressions.
a. 6x2 − 11x − 2 b. 6x2 - 13x − 4
c. 4x2 − 20x + 21

continued Factoring ax2 + bx + c
My Notes
Example D
Factor 9x2 - 24x + 12.
Step 1: The coefficients 9, −24, and 12 are all divisible by 3. Factor out
the GCF.
9x2 - 24x + 12 = 3(3x2 - 8x + 4)
Step 2: Factor 3x2 - 8x + 4 using a guess and check method.
Possible Factors Reasoning

(3x )(x ) a = 3 can be factored as 3 ⋅ 1.
c = 4, so the factors have the same sign.
b = -8, so both factors are negative.
(3x - )(x - )
⋅
4 can be factored as (-4) (-1),
⋅
(-1) (-4), or (-2) (-2).⋅
(3x - 4)(x - 1) Product: 3x2 - 7x + 4, incorrect
(3x - 1)(x - 4) Product: 3x2 − 13x + 4, incorrect
(3x - 2)(x - 2) Product: 3x2 - 8x + 4, correct factors
Solution: Write the complete factorization, including the GCF from Step 1:
3(3x - 2)(x - 2)
Check: Multiply to check your answer.
3(3x - 2)(x - 2)
= 3(3x2 - 6x - 2x + 4) = 3(3x2 - 8x + 4) = 9x2 - 24x + 12
Try These D
Factor the quadratic expressions completely. Multiply to check your answer.
a. 10x2 + 19x + 6 b. 8x2 + 20x - 28 c. 8x3 - 14x2 + 6x

Factor each quadratic expression completely. Multiply to check your answer.

2. 5x2 + x - 4 3. 49x2 - 126x + 56 4. 9x3 - 39x2 - 30x
LESSON 9-2 PRACTICE

Model with mathematics. Factor Steele Buildings has received several floor
plan requests. For Items 5−7, factor each floor plan scenario completely to
help Factor Steele Buildings determine the space’s dimensions.
5. 3 conference rooms, 23 large offices, 14 cubicles
8. a. Suppose ax2 + c can be factored (b = 0). What must be true about a
and c? Consider both real and complex factors.
b. Suppose ax2 + bx + c can be factored, and both a and c are positive
prime numbers. Write an expression to represent the value of b.

Factoring Quadratic Expressions ACTIVITY 9
Deconstructing Floor Plans continued
ACTIVITY 9 PRACTICE 10. If the area of the parallelogram is x2 + 4x − 117,

Answer each item. Show your work. what are possible linear expressions that
represent the base b and the height h?
Lesson 9-1
11. Which of the following quadratic expressions
Factor each expression. cannot be factored?
1. x2 + 11x + 30 A. x2 + 3x + 2 B. x2 + 3x − 2
2
C. x − 3x + 2 D. x2 + 2x − 3
2. x2 + 22x + 121
12. Which of the following linear expressions is a
3. x2 + x − 30 factor of y2 − y − 20?
4. x(x + 2) − 3x − 6 A. y − 4 B. y + 4
C. y − 10 D. y + 10
5. x2 − 169
6. x2 + 9x − 36 For Items 13−15, consider the quadratic expression
x2 + 2x + c. Determine whether each statement is
Mrs. Harbrook can choose from two rectangular pool always, sometimes, or never true.
sizes. The pool manufacturer provides her with the
13. If c is a prime number, then the quadratic
area of the pool, but she needs to find the dimensions
expression cannot be factored.
in order to determine if the pool will fit in her yard.
Use the rectangle for Items 7 and 8. 14. If c is an even number, then the GCF of the terms
in the quadratic expression is 2.
L
15. If c < 0, then the quadratic expression can be
factored.
W 16. Write a quadratic expression that can be factored
such that one of the linear factors is x − 5.
Explain how you found the quadratic expression.
7. If the area of the pool is x2 − 17x + 72, what are Lesson 9-2
possible linear expressions to represent the length
L and the width W ? Factor each expression completely.
2
8. a. If the area of the pool is x + 24x + 144, what 17. 3x2 + 8x − 11
are possible linear expressions to represent the 18. 5x2 − 7x + 2
length L and the width W ?
19. 2x2 − 9x − 5
b. What do these dimensions tell you about the

shape of the pool? 20. 3x2 + 17x − 28
The area of a parallelogram is given by the formula 21. 3x2 − 36x + 108
A = bh, where b is the base and h is the height. Use 22. 6x2 − 11x − 7
this information for Items 9 and 10. 23. 12x2 − 11x + 2
24. 8x2 + 16x + 6
h
b
9. If the area of the parallelogram is x2 + x − 42,
what are possible linear expressions that
represent the base b and the height h?

ACTIVITY 9 Factoring Quadratic Expressions
continued Deconstructing Floor Plans
25. Which of the following is not a factor of 32. Mayumi was asked to completely factor
24x3 − 6x2 − 9x? 4x2 + 10x + 4. Her work is shown below. Is her
A. 3x B. 4x − 3 solution correct? Justify your response.
C. 2x + 1 D. 2x − 1
26. Which linear expression is a factor of
4x2 + 12x + 5? ⋅ ⋅
4 can be factored as 4 1 or 2 2.
Try (2x + )(2x + ).
A. 2x + 5 B. 2x − 5
C. 4x + 1 D. 4x − 1 (2x + 2)(2x + 2) = 4x2 + 8x + 4; incorrect
(2x + 4)(2x + 1) = 4x2 + 10x + 4; correct!
The volume of a rectangular prism is found using the The factorization is (2x + 4)(2x + 1).
formula V = lwh, where l is the length, w is the width,
and h is the height. Use the rectangular prism for 33. Given that the quadratic expression 5x2 + bx + 10
Items 27–29. can be factored, which of the following statements
must be true?
h A. The value of b must be positive.
B. The value of b must be negative.
C. The value of b cannot be 3.
w D. The value of b cannot be −27.
l 34. What is the factorization of the quadratic
expression p2x2 − 2pqx + q2 ?
27. If the volume of a rectangular prism is
35. Write a quadratic expression of the form
6x3 + 3x2 − 18x, what are possible expressions to
ax2 + bx + c (with a ≠ 1) that cannot be factored
represent the length, width, and height?
into linear factors. Explain how you know the
28. If the volume of a rectangular prism is quadratic expression cannot be factored.
10x2 − 55x + 60, what are possible expressions to
36. The area of a rectangular carpet is 6x2 − 11x + 4
represent the length, width, and height?
square yards. The length of the carpet is 3x − 4
29. If the volume of a rectangular prism is yards. Which of the following is the width?
12x2 + 22x + 6, what are possible expressions to A. 2x − 1 yards B. 2x + 1 yards
represent the length, width, and height? C. 3x − 1 yards D. 3x + 1 yards
30. For which value of k is it possible to factor
2x2 + 3x + k ? MATHEMATICAL PRACTICES

A. −1 B. 1 Construct Viable Arguments and Critique
C. 2 D. 3 the Reasoning of Others
31. Which of the following quadratic expressions has 37. Guillaume is asked to factor a quadratic
x + 1 as a factor? expression of the form x2 + bx − 8. He says that
A. 2x2 − x − 1 because the constant term is negative, both linear
B. 2x2 − 3x + 1 factors of the quadratic expression will involve
C. 3x2 − 5x + 2 subtraction. Is he correct? Explain.
D. 3x2 + x − 2

Introduction to Quadratic Functions ACTIVITY 10
Touchlines
Lesson 10-1 Modeling with a Quadratic Function
My Notes
Learning Targets:
• Model a real-world situation with a quadratic function.
• Identify quadratic functions.
• Write a quadratic function in standard form.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Interactive Word Wall, Marking the Text, Look for a Pattern, Discussion
Groups
Coach Wentworth coaches girls’ soccer and teaches algebra. Soccer season is
starting, and she needs to mark the soccer field by chalking the touchlines
and goal lines. Suppose Coach Wentworth can mark 320 yards for the total
length of all the touchlines and goal lines combined. She would like to mark
the field with the largest possible area.
Touchline
Goal line
Goal line
Goal
Goal
Touchline
International soccer regulations require that all soccer fields be rectangular

in shape.
1. How is the perimeter of a rectangle determined? How is the area of a
rectangle determined?
Activity 10 • Introduction to Quadratic Functions 129

continued Modeling with a Quadratic Function
My Notes
2. Complete the table below for rectangles with the given side lengths. The
first row has been completed for you.
Width Length Perimeter

Area (square yards)
(yards) (yards) (yards)
10 150 320 1500
20 320
40 320
60 320
80 320
100 320
120 320
140 320
150 320
w 320
3. Express regularity in repeated reasoning. Describe any

patterns you observe in the table above.
4. Complete the second and third columns of the table. Each difference

should equal the change in area from the previous row, positive or
negative.
Difference
Width Area Between Second
(yards) (square yards) Consecutive Areas Differences
(First Differences)
20 — —
40 —
60
80
100

Modeling with a Quadratic Function continued
My Notes
5. The fourth column in the table in Item 4 is titled Second Differences.
Complete the fourth column by finding the change in consecutive
values in the third column. What do you notice about the values?
6. Is a 70-yd by 90-yd rectangle the same as a 90-yd by 70-yd rectangle?

Explain your reasoning.
7. Graph the data from the table in Item 2 as ordered pairs.

7000
6000
Area of Rectangle (yd2)
5000
4000
3000
2000
1000
20 40 60 80 100 120 140 160

Width of Rectangle (yd)
8. Use the table and the graph to explain why the data in Items 2 and 7 are
not linear.
9. Describe any patterns you see in the graph.
10. What appears to be the largest area from the data in Items 2 and 7?

continued Modeling with a Quadratic Function
My Notes
11. Write a linear function W(w) to represent the width of the rectangle.
Also write a linear function L(w) to represent the length of the rectangle.
12. Write a function A(w) that represents the area of a rectangle whose
width is w and whose perimeter is 320.
13. What is the relationship between the quadratic function you wrote in
Item 12 and the linear functions you wrote in Item 11?
The function A(w) is called a quadratic function because the greatest

MATH TERMS exponent of any term is 2 (an x2 term). In Item 12, the function can be
A quadratic function is a function written in factored form, as a product of two linear factors. However, it can
in one variable that can be written also be written in another form. The standard form of a quadratic function
as f(x) = ax2 + bx + c, where a, b, is y = ax2 + bx + c or f(x) = ax2 + bx + c, where a, b, and c are real numbers
and c are real numbers and a ≠ 0. and a ≠ 0.
14. Write the function A(w) in standard form. What are the values of a, b,
and c?
CONNECT TO LANGUAGES
Quadratus is the Latin word for

“square.” So a polynomial whose
greatest-degree term is x2 is called

quadratic.
15. For the function f(x) = x2 + 2x + 3, create a table of values for

x = −3, −2, −1, 0, 1. Then sketch a graph of the quadratic function
POINT OF INTEGRATION on grid paper.
Geometry and Algebra 16. Barry needs to find the area of a rectangular room with a length that is
In geometry, the area of a square 2 feet longer than the width. Write an expression for the area of the
of side length x is given by the rectangle in terms of the width.
algebraic expression x2. The formula 17. Critique the reasoning of others. Sally states that the equation
for the area of the square, A = x2, is g(x) = x2 + 3x − 10 represents a quadratic function that is the
an example of a quadratic function. product of the expressions that define the two linear functions
a(x) = x + 2 and b(x) = x − 5. Is Sally correct? Explain.
18. Write the quadratic function f(x) = (3 − x)2 in standard form.

Modeling with a Quadratic Function continued
My Notes
LESSON 10-1 PRACTICE
19. Create tables to graph y = 3x and y = 3x2 on grid paper. Explain the
differences between the graphs.
20. Pierre uses the function r(t) = t + 2 to model his rate r in mi/h
t minutes after leaving school. Complete the table and use the data
points to graph the function.
t r(t)
0
1
2
3
4
21. Pierre uses the function d(t) = t(t + 2) to model his distance d in miles
from home. Add another column to your table in Item 20 to represent d(t).
Sketch a graph of d(t) on the same coordinate plane as the graph of r(t).
22. What types of functions are represented in Items 20 and 21?
23. Write each quadratic function in standard form.
a. g(x) = x(x − 2) + 4 b. f(t) = 3 − 2t2 + t
24. Attend to precision. Determine whether each function is a quadratic
function. Justify your responses.
2
a. S(r) = 2πr2 + 20πr b. f (a) = a + 4a − 3
2
c. f(x) = 4x2 − 3x + 2 d. g(x) = 3x−2 + 2x − 1
e. f(x) = 4x3 − 3x2 + 2x f. h(x) = 42 − 3x + 2
x
25. Model with mathematics. Cooper wanted to track one of his rockets,
the Eagle, so that he could investigate its time and height while in flight.
He installed a device into the nose of the Eagle to measure the time and
height of the rocket as it fell back to Earth. The device started measuring
when the parachute opened. The data for one flight of the Eagle is
shown in the table below.
The Eagle
Time Since Parachute
0 1 2 3 4 5 6 7 8 9
Opened (s)
Height(ft) 625 618 597 562 513 450 373 282 177 58
a. Graph the data from the table.

b. Use a graphing calculator to graph the function y = −7x2 + 625.
Compare your graph in Item 25a to the graph on your graphing
calculator.
26. Use the graph from Item 25b to find the time when the rocket’s height is
450 ft. Verify that your result is the same as the data in the table.
27. Use the graph from Item 25b to determine how long it took for the
rocket to hit Earth.
continued Graphing and Analyzing a Quadratic Function
My Notes
Learning Targets:
• Graph a quadratic function.
• Interpret key features of the graph of a quadratic function.
SUGGESTED LEARNING STRATEGIES: Interactive Word Wall,
Create Representations, Construct an Argument, Marking the Text,
Discussion Groups
1. Use a graphing calculator to graph A(w) from Item 12 in Lesson 10-1.

Sketch the graph on the grid below.
A
TECHNOLOGY TIP 7000
To graph this function on a 6000

graphing calculator, remember to 5000
change w to X and A(w) to Y.
4000
Be sure that the RANGE on your
calculator’s graph matches the 3000
range shown in the grid. 2000
1000
w
20 40 60 80 100 120 140 160
The graph of a quadratic function is a curve called a parabola. A parabola

has a point at which a maximum or minimum value of the function occurs.
That point is called the vertex of a parabola. It lies on the axis of symmetry,
the vertical line over which the parabola is symmetric. The y-value of the
vertex is the maximum or minimum of the function.

CONNECT TO AP 2. Identify the vertex of the graph of A(w) in Item 1. Does the vertex
represent a maximum or a minimum of the function?
AP Calculus students find these
same maximum or minimum
values of functions in optimization
problems.
3. Examine the graph of A(w). For what values of the width is the area
increasing? For what values of the width is the area decreasing?

Graphing and Analyzing a Quadratic Function continued
My Notes
4. Characterize the point where the area changes from increasing to
decreasing.
ACADEMIC VOCABULARY
To characterize something means
to identify or describe its particular
or special features.
5. Using the equation of the function you graphed in Item 1, find the
values A(w) of the area when the widths, w, are 25, 70, and 110.
6. Using the results in Item 5, write w and A(w) as the ordered pairs
(w, A(w)) for each width and area. Determine if these ordered pairs are
coordinates of points on the graph in Item 1.
7. Trace along the graph of your function in your graphing calculator to

find the coordinates of the points when the widths are 45, 94, and 135.
Use the function to verify that the second coordinate of each point is the
output value when the first coordinate is the input value.
8. From the results in Items 6 and 7, what is the relationship between the
coordinates of the points on the graph of a function and the input and
output values of that function?
9. Use the table, the graph, and/or the function to determine the
reasonable domain and range of the function A(w). Describe each using MATH TIP
words and an inequality. Remember that measures of length
and area cannot be negative. To
determine the range of A(w), look at
the vertical axis and the graph in
Item 1.

My Notes
International soccer regulations state that the length of the touchline of a
soccer field must be greater than the length of the goal line.
10. Reason abstractly. Can Coach Wentworth use the rectangle that
represents the largest area of A(w) for her soccer field? Explain why or
why not.
Regulations also state that the length of the touchlines of a soccer field must
be at least 100 yd, but no more than 130 yd. The goal lines must be at least
50 yd, but no more than 100 yd.
11. Construct viable arguments. Determine the dimensions of the
regulation soccer field with the largest area and a 320-yd perimeter.
Support your reasoning with multiple representations.
12. Consider the quadratic function f(x) = x2 − 2x − 3.

a. Write the function in factored form by factoring the quadratic
expression x2 − 2x − 3.

b. Find the x-intercepts of f(x) using the factored form of f(x) from
MATH TIP part a to solve the equation f(x) = 0.
The Zero Product Property states
that if ab = 0, then either a = 0 or
b = 0.
Find the x-intercepts of
f(x) = (x − 2)(x − 3), substitute 0
for f(x). Then use the Zero Product
Property to write two equations by
setting each factor equal to 0.

Graphing and Analyzing a Quadratic Function continued
My Notes
c. A parabola is symmetric over the axis of symmetry, which
contains the vertex. How do you think the x-coordinate of the
vertex relates to the x-coordinates of the x-intercepts? Use the
symmetry of a parabola to support your answer.
d. Write the coordinates of the vertex of the quadratic function.
e. Write the equation of the axis of symmetry.
f. Use the vertex and x-intercepts to graph f(x).
y
6
5
4
3
2
1
x
–2 1 2 4
–3
–4
–5
–6
13. Suppose you know that a quadratic function f(x) = x2 + bx + c has

x-intercepts (2, 0) and (−4, 0). MATH TIP
a. Use this information to write the equation of the quadratic A linear factor x − a of a quadratic
function in factored form. expression is zero when x = a, at
the x-intercept (a, 0).
b. Write the equation of the quadratic function in standard form.

My Notes
14. Complete the table for the quadratic function f(x) = −x2 − 4x − 3.
Then graph the function.
x f(x)
−4
−3
−2
−1
0
15. Identify the maximum or minimum value of the quadratic function

in Item 14.
16. Consider the quadratic function y = −x2 + 2x − 3.
a. Create a table of values for the function for domain values 0, 1, 2, 3,
and 4.
b. Sketch a graph of the function. Identify and label the vertex and the
axis of symmetry. What is the maximum value of the function?
c. Use inequalities to write the domain, range, and values of x for
which y is decreasing.

17. Write the quadratic function g(x) = x(x − 4) + 2 in standard form.
For Items 18–21, use the quadratic function f(x) = x2 + 6x + 5.

18. Create a table of values and graph f(x).
19. Use your graph to identify the maximum or minimum value of f(x).
20. Write the domain and range of f(x) using inequalities.
21. Determine the values of x for which f(x) is increasing.
22. Make use of structure. Sketch a graph of a quadratic function with
a maximum. Now sketch another graph of a quadratic function with a
minimum. Explain the difference between the increasing and decreasing
behavior of the two functions.
23. Use your graphing calculator to graph the function y = 2x2 + 5x − 3.
TECHNOLOGY TIP Find the coordinates on the graph that have x-coordinates −3, −2,
and 2. Then verify that the y-coordinates are the outputs of the function
You can use an online calculator at
when you use the respective x-coordinates as inputs.
SpringBoard Digital to graph a
function and locate a point on the
graph.

Introduction to Quadratic Functions ACTIVITY 10
Touchlines continued
ACTIVITY 10 PRACTICE Use the following information for Items 4–8.

Answer each item. Show your work. Jenna is in charge of designing the screen for a new
smart phone. The design specs call for a rectangular
Lesson 10-1 screen that has an outside perimeter of 12 inches.
1. The base of a rectangular window frame must be
4. Complete the table for the screen measurements.
1 foot longer than the height. Which of the
following is an equation for the area of the
window in terms of the height? Width, w Length, l Area, A(w)
A. A(h) = h + 1 1 5 5
B. A(h) = (h + 1)h
C. A(h) = h2 − 1 2
D. A(h) = h2 + h + 1
3
2. Which of the following is an equation for the area
of an isosceles right triangle, in terms of the base? 4
5
b b
w
5. Write a function A(w) for the area of the screen

A. A(b) = b2 in terms of the width.
6. Graph the function A(w). Label each axis.
B. A(b) = 1 b2
2 7. Determine the domain and range of the function.
2
C. A(b) = b 8. Determine the maximum area of the screen that
2
1 Jenna can design. What are the dimensions of
D. A(b) = b this screen?
2
3. Ben is creating a triangle that has a base that is 9. Samantha’s teacher writes the function
twice the length of the height. f(x) = 2x3 − 2x(3 − x + x2) + 3.
a. Write an expression for the base of the triangle a. Barry tells Samantha that the function cannot
in terms of the height. be quadratic because it contains the term 2x3.
b. Write a function for the area, A(h), of the What should Barry do to the function before
triangle in terms of the height. making this assumption?
c. Complete the table and then graph the b. Is the function a quadratic function? Explain.
function. 10. Write two linear functions. Write a quadratic
function in standard form that is defined by the
h A(h) product of the expressions that define the linear
functions.
1
2
3
4
5

ACTIVITY 10 Introduction to Quadratic Functions
continued Touchlines
11. Identify whether each function is quadratic. b. y = −x2 + 8x − 13

a. y = 2x − 32
b. y = 3x2 − 2x x y
c. y = 2 − 32 + x 2
x
12. State whether the data in each table are linear. 3
Explain why or why not.
4
x y x y
5
0 5 0 5
6
1 2 1 2
15. Write f(x) = x2 + 2x − 15 in factored form and
2 −1 2 1 identify its x-intercepts.
3 −4 3 2 16. Use your graphing calculator to graph several
functions y = ax2 + b using positive and negative
4 −7 4 5 values of a and b. Do the signs of a and b appear
to affect whether the function has a minimum or
Lesson 10-2 maximum value? Make a conjecture.
13. Write each quadratic function in standard form.
a. y = 3x − 5 + x2 MATHEMATICAL PRACTICES
b. y = 6 − 5x2 Construct Viable Arguments and Critique the
Reasoning of Others
c. y = −0.5x + 3 x 2 − π
4 17. As part of her math homework, Kylie is graphing
14. For each function, complete the table of values. a quadratic function. After plotting several
Graph the function and identify the maximum points, she notices that the dependent values are
or minimum of the function and the equation of increasing as the independent values increase.
the axis of symmetry. She reasons that the function will eventually
a. y = x2 + 4x − 1 reach a maximum value and then begin to
decrease. Is Kylie correct? Why or why not?
x y

−3
−2
−1
0
1

Writing Quadratic Functions ACTIVITY 11
What Goes Up Must Come Down
Lesson 11-1 Writing a Quadratic Function Given Three Points
My Notes
Learning Targets:
• Explain why three points are needed to determine a parabola.
• onDetermine
a plane.
the quadratic function that passes through three given points

Quickwrite, Questioning the Text, Create Representations, Identify a
Subtask
Recall that if you are given any two points on the coordinate plane, you can
write the equation of the unique line that passes through those points. The
two points are said to determine the line because there is only one line that
can be drawn through them.
Given any two points that lie on the coordinate plane, can the equation of a
unique parabola passing through those points be determined?
1. Write the equation of a quadratic function whose graph passes through
the points (2, 0) and (5, 0). MATH TIP
a. Write a quadratic equation in standard form with the solutions To review writing a quadratic
x = 2 and x = 5. equation when given its x-intercepts,
see Lesson 10-2, where you
connected the x-intercepts to the
factored form of the function.
b. Replace 0 in your equation from part a with y to write the

corresponding quadratic function.
c. Use substitution to check that the points (2, 0) and (5, 0) lie on the
function’s graph.
2. a. Use appropriate tools strategically. Graph your quadratic

function from Item 1 on a graphing calculator.
b. On the same screen, graph the quadratic functions

y = 2x2 − 14x + 20 and y = −x2 + 7x − 10.
Activity 11 • Writing Quadratic Functions 141

continued Writing a Quadratic Function Given Three Points
My Notes
c. Describe the graphs. Do all three parabolas pass through the points
(2, 0) and (5, 0)?
3. Reason abstractly. Can any two points on the coordinate plane

MATH TIP determine exactly one parabola? Explain.
Given the vertex and another point
on the parabola, you can use
symmetry to determine a third
point on the parabola.
A unique parabola defined by a quadratic function can be determined by

MATH TIP three non-collinear points.
Three or more points are collinear Consider the points (1, 2), (3, 0), and (5, 6).
if they lie on the same straight line. 4. Write an equation, in terms of a, b, and c, by substituting the
coordinates of the point (1, 2) into the standard form of a quadratic
function, y = ax2 + bx + c.
5. Write a second equation, in terms of a, b, and c, by substituting the

function.
6. Write a third equation, in terms of a, b, and c, by substituting the

function.

Writing a Quadratic Function Given Three Points continued
My Notes
7. Use your equations from Items 4–6 to write a system of three equations
in the three variables a, b, and c.
8. Use substitution or elimination to solve your system of equations for

a, b, and c. MATH TIP
To solve a system of three linear
equations in three variables, use
either elimination or substitution.
For instance, you could begin by
eliminating c for the first two
equations, and also for the first and
third equations. Then use your two
9. Now substitute the values of a, b, and c into the standard form of a new equations to eliminate one of
quadratic function. a and b, and solve for the other.
10. Model with mathematics. Graph the quadratic function to confirm

that it passes through the points (1, 2), (3, 0), and (5, 6).
y
x
–4 –2 2 4 6 8
–2
–4

continued Writing a Quadratic Function Given Three Points
My Notes
11. Describe how to write the equation of a quadratic function whose

graph passes through three given points.
12. a. What happens when you try to write the equation of the quadratic
function that passes through the points (0, 4), (2, 2), and (4, 0)?
b. What does this result indicate about the three points?
13. a. Reason quantitatively. The graph of a quadratic function
passes through the point (2, 0). The vertex of the graph is
(−2, −16). Use symmetry to identify another point on the
function’s graph. Explain how you determined your answer.
b. Write the equation of the quadratic function.

Write the equation of the quadratic function whose graph passes through
each set of points.
14. (−3, 2), (−1, 0), (1, 6) 15. (−2, −5), (0, −3), (1, 4)
16. (−1, −5), (1, −9), (4, 0) 17. (−3, 7), (0, 4), (1, 15)
18. (1, 0), (2, −7), (5, −16) 19. (−2, −11), (−1, −12), (1, 16)
20. The table below shows the first few terms of a sequence. This sequence
MATH TIP can be described by a quadratic function, where f(n) represents the nth
term of the sequence. Write the quadratic function that describes the
A sequence is an ordered list of
sequence.
numbers or other items. Each
number or item in a sequence is
called a term. Term Number, n 1 2 3 4 5
Term of Sequence, f(n) 2 6 12 20 30

21. A quadratic function A(s) gives the area in square units of a regular
CONNECT TO GEOMETRY hexagon with a side length of s units.
a. Use the data in the table below to write the equation of the quadratic
A regular hexagon is a six-sided
function.
polygon with all sides having the
same length and all angles having
the same measure. Side Length, s 2 4 6
Area, A(s) 6 3 24 3 54 3
b. Attend to precision. To the nearest square centimeter, what is the

area of a regular hexagon with a side length of 8 cm?

Parabolas and the Coordinate Plane continued
My Notes
Learning Targets:
• Derive the general equation of a parabola given the focus and directrix.
• Write the equation of a parabola given a specific focus and directrix.
Interactive Word Wall, Critique Reasoning
Recall from your study of quadratic functions that the graph of a function in
the form y = ax2 + bx + c is a curve called a parabola. A parabola is defined MATH TIP
geometrically as the set of points in a plane that are equidistant from a given To determine the distance from a
point, called the focus, and a given line, called the directrix. point to a line, find the length of
the perpendicular line segment
Consider the graph below, on which the focus is located at (0, 1) and the from the line to the point.
directrix is given by the linear equation y = −1. For the curve to be a
parabola, the distance from any point A on the curve to the focus and the
distance from point A to the directrix must be equal.
Focus A(x, y)
(0, 1)
x
Directrix y = –1
Parabola
Use the graph of the parabola shown above to derive an equation for the
parabola.
1. The ordered pairs and equation for the focus, directrix, and point A on
the parabola are as follows:
Focus (0, 1)
Directrix y = −1
Point A (x, y)
Write an expression in terms of y for the distance between point A and

the directrix.
2. Write an expression for the distance between the focus and point A.

continued Parabolas and the Coordinate Plane
My Notes
3. Set the expressions in Items 1 and 2 equal and solve for y. Show your
work.
4. Suppose the ordered pair for the focus is given as (0, p) and the line for
the directrix is given as y = −p. How would you modify your equation
in Item 3 to generalize for any parabola? Show your work by completing
the following.
a. Write an expression for the distance between point A and the
directrix.
b. Write an expression for the distance between the focus and point A.
c. Set the expressions equal and solve for y.

CONNECT TO AP
In calculus, you will use vectors as

well as parametric equations to
find the distance from a point to
a line.
5. Write the general equation of a parabola given the focus (0, p) and
directrix y = −p.

6. Based on what you know about quadratic equations, what can be
determined about the vertex of the parabola in Item 5?
7. Write the equation of the parabola with vertex at the origin, focus
(0, 8), and directrix y = −8.
8. Suppose a point on a parabola is (4, 5) and the directrix is y = −1.

Describe two methods you could use to determine the distance
between the point and the directrix.

Parabolas and the Coordinate Plane continued
My Notes
In your study of quadratic functions, you learned that some parabolas
open up and some open down. Some parabolas also open to the left or
to the right.
9. If a parabola opens to the left or to the right, what must be true about
the directrix?
10. Given that the focus is (p, 0), determine a general equation that can be
used for a parabola that opens to the left or right.
11. Make use of structure. How can you determine if a parabola with
focus (p, 0) opens to the left or to the right?
Example A
Write the equation of a parabola with focus (−3, 0) and directrix x = 3.
Step 1: Graph the focus and directrix on the coordinate plane.
y
4
Directrix
2
x=3
(–3, 0)
x
–6 –4 –2 2 4 6
–2
–4
–6
Step 2: Find p.
Since the focus and the directrix must be equidistant from any
point on the parabola, find p by finding half the distance between MATH TIP
the focus and the directrix. Since the focus and directrix are
equidistant from any point on the
Distance = 6, so p = 3. parabola, the vertex is the midpoint
Step 3: Write the equation of the parabola. of the horizontal segment from the
Substitute the value of p into the general equation for a parabola focus to the directrix. So in this
that opens left or right. Since the parabola opens to the left, example, the vertex is at (0, 0).
substitute p = −3 into the equation.
x = 41p y 2
x= 1 y2
4(−3)
1 y2
x = − 12

continued Parabolas and the Coordinate Plane
My Notes
Try These A
Write the equation of a parabola with its vertex at the origin for each
focus and directrix. Determine the direction of opening for each parabola.
Explain how you know.
a. focus: (0, −5); directrix: y = 5
b. focus: (−4, 0); directrix: x = 4
12. Critique the reasoning of others. Sixten says you can only
calculate p by finding half of the distance between the directrix and
focus. Do you agree? Justify your reasoning.
13. Write the equation of the parabola with vertex (0, 0) and
directrix y = 9.

14. Write the equation of the parabola with focus (0, 4) and
directrix y = −4.
15. Write the equation of the parabola with vertex (0, 0), focus (0.25, 0),
and directrix x = −0.25.
16. Write the equation of the parabola that opens down, has vertex (0, 0),
and directrix y = 5.
17. Write the equation of the parabola with focus (−2, 0) and directrix
x = 2.
18. Critique the reasoning of others. Hans describes a parabola
by saying that the vertex of the parabola is at the origin, the focus is at
(0, −6), and the directrix is y = −10. Mei says that the curve Hans is
describing is not a parabola. With whom do you agree? Explain.

Quadratic Regression continued
My Notes
Learning Targets:
• Find a quadratic model for a given table of data.
• Use a quadratic model to make predictions.
SUGGESTED LEARNING STRATEGIES: Think Aloud, Discussion
Groups, Create Representations, Interactive Word Wall, Quickwrite,
Close Reading, Predict and Confirm, Look for a Pattern, Group
Presentation
A model rocketry club placed an altimeter on one of its rockets. An altimeter
measures the altitude, or height, of an object above the ground. The table
shows the data the club members collected from the altimeter before it
stopped transmitting a little over 9 seconds after launch.
Model Rocket Test

Time Since
0 1 2 3 4 5 6 7 8 9
Launch (s)
Height (m) 0 54 179 255 288 337 354 368 378 363
1. Predict the height of the rocket 12 seconds after launch. Explain how
you made your prediction.
2. Model with mathematics. Make a scatter plot of the data on the

coordinate grid below. CONNECT TO PHYSICS
y Model Rocket Test A model rocket is not powerful

enough to escape Earth’s gravity.
400
The maximum height that a model
350 rocket will reach depends in part

on the weight and shape of the
300
rocket, the amount of force
250 generated by the rocket motor,
Height (m)
and the amount of fuel the motor

200
contains.
150
100
50
x
2 4 6 8 10 12 14 16
Time (s)

continued Quadratic Regression
My Notes
3. Enter the rocket data into a graphing calculator. Enter the time data as
List 1 (L1) and the height data as List 2 (L2). Then use the calculator to
TECHNOLOGY TIP perform a linear regression on the data. Write the equation of the linear
model that results from the regression. Round coefficients and constants
You can use an online calculator to the nearest tenth.
provided on Springboard Digital to
perform the regression in Item 3.
4. Use a dashed line to graph the linear model from Item 3 on the
coordinate grid showing the rocket data.
5. a. Attend to precision. To the nearest meter, what height does the

linear model predict for the rocket 12 seconds after it is launched?
b. How does this prediction compare with the prediction you made in
Item 1?
6. Construct viable arguments. Do you think the linear model is a

good model for the rocket data? Justify your answer using the context
of the problem.

MATH TIP
In a regression, the correlation
coefficient tells you how well a
function models a set of data. A
7. Use your graphing calculator to find the value of the correlation
value of almost 1 is a very strong
coefficient for the linear regression you found in Item 3. What does the
positive correlation.
correlation coefficient suggest about your linear regression?
POINT OF INTEGRATION
Algebra and Statistics
Regression is the statistical process
of creating an algebraic function to A linear regression is the process of finding a linear function that best fits a
model accurately, or “best fit,” a set set of data. A quadratic regression is the process of finding a quadratic
of data. Typical models are linear, function that best fits a set of data. The steps for performing a quadratic
quadratic, or exponential. regression on a graphing calculator are similar to those for performing a
linear regression.

Quadratic Regression continued
My Notes
8. Use these steps to perform a quadratic regression for the rocket data.
• Check that the data set is still entered as List 1 and List 2.
• Press STAT to select the Statistics menu. Then move the cursor to
highlight the Calculate (CALC) submenu. TECHNOLOGY TIP
• Select 5:QuadReg to perform a quadratic regression on the data in You can graph the equation from
Lists 1 and 2. Press ENTER . a quadratic regression by using
• The calculator displays the values of a, b, and c for the standard form these steps: After selecting
of the quadratic function that best fits the data. 5:QuadReg as described at the
Write the equation of the quadratic model that results from the left, do not press ENTER . Instead,
regression. Round coefficients and constants to the nearest tenth. press VARS to select the VARS
menu. Then move the cursor to
highlight the Y-VARS submenu.
Select 1:Function. Then select
9. Graph the quadratic model from Item 8 on the coordinate grid showing 1:Y1. Press ENTER . The equation
the rocket data. from the quadratic regression is
now assigned to Y1. You can press
GRAPH to view the graph of the
10. Construct viable arguments. Contrast the graph of the linear equation.
model with the graph of the quadratic model. Which model is a better
fit for the data?
ACADEMIC VOCABULARY
When you contrast two items, you
identify their differences, as well as
their similarities.
11. Use your graphing calculator to find the value of the coefficient of
determination (R2) for the quadratic regression you found in Item 8.
Take the square root of the coefficient of determination to find the
correlation coefficient for the quadratic regression.
12. Based on the correlation coefficients for the linear and the quadratic
regressions, which function is the better model for the rocket test data?
13. To the nearest meter, find the height that the quadratic model predicts
for the rocket 12 seconds after it is launched and compare this with the
prediction you made in Item 1.
14. Reason quantitatively. Use the quadratic model to predict when the
rocket will hit the ground. Explain how you determined your answer. MATH TIP
The zeros of a quadratic function
are the x-intercepts on the graph
of the parabola.

continued Quadratic Regression
My Notes
15. Make sense of problems. Most model rockets have a parachute

or a similar device that releases shortly after the rocket reaches its
maximum height. The parachute helps to slow the rocket so that it
does not hit the ground with as much force. Based on this
information, do you think your prediction from Item 14 is an
underestimate or an overestimate if the rocket has a parachute?
Explain.
16. a. Could you use a graphing calculator to perform a quadratic
regression on three data points? Explain.
b. How closely would the quadratic model fit the data set in this
situation? Explain.
c. How would your answers to parts a and b change if you knew that
the three points lie on the same line?

Tell whether a linear model or a quadratic model is a better fit for each data
set. Justify your answer, and give the equation of the better model.
17.
x 10 12 14 16 18 20 22 24
y 19 15 13 11 9 9 10 11
18.
x 2 4 6 8 10 12 14 16
y 10 22 26 35 45 50 64 66
The tables show time and height data for two other model rockets.

Time (s) 0 1 2 3 4 5 6 7
Rocket A
Height (m) 0 54 179 255 288 337 354 368
Time (s) 0 1 2 3 4 5 6 7
Rocket B
Height (m) 0 37 92 136 186 210 221 229
19. Use appropriate tools strategically. Use a graphing calculator to

perform a quadratic regression for each data set. Write the equations of
the quadratic models. Round coefficients and constants to the nearest
tenth.
20. Use your models to predict which rocket had a greater maximum
height. Explain how you made your prediction.
21. Use your models to predict which rocket hit the ground first and how
much sooner. Explain how you made your prediction.

Writing Quadratic Functions ACTIVITY 11
What Goes Up Must Come Down continued
ACTIVITY 11 PRACTICE 11. y

6
Directrix
Lesson 11-1 x = –4
4
Write the equation of the quadratic function whose
2
graph passes through each set of points. Focus = (4, 0)
1. (−3, 0), (−2, −3), (2, 5) x
–6 (0, 0) 2 4 6
2. (−2, −6), (1, 0), (2, 10) –2
3. (−5, −3), (−4, 0), (0, −8) –4

4. (−3, 10), (−2, 0), (0, −2) –6
5. (1, 0), (4, 6), (7, −6)
6. (−2, −9), (−1, 0), (1, −12) 12. The equation of a parabola is y = 1 x 2 . The
12
7. Demonstrate that the points (−8, 0) and (6, 0) do vertex of the parabola is at the origin. What are
not determine a unique parabola by writing the the coordinates of the focus?
equations of two different parabolas that pass A. (0, 3)
through these two points. B. (3, 0)
8. a. The graph of a quadratic function passes C. (4, 3)
through the point (7, 5). The vertex of the D. (0, −4)
graph is (3, 1). Use symmetry to identify 13. Write the equation of the parabola with focus
another point on the function’s graph. Explain (2, 0) and directrix x = −2.
your answer.
b. Write the equation of the quadratic function. 14. Write the equation of the parabola with focus
(0, −6) and directrix y = 6.
Lesson 11-2 15. Write the equation of the parabola with focus
(0, 10) and directrix y = −10.
For Items 9–11, write the equation of the parabola
shown.
9. y
Directrix
x=7
x
Foucs = (–7, 0) (0, 0)
10. y
(5, 4)
4
Focus =
(0, 1.5)
x
–4 –2 (0, 0) 4
Directrix –2 (5, –1.5)
y = –1.5

ACTIVITY 11 Writing Quadratic Functions
continued What Goes Up Must Come Down
Lesson 11-3 20. Use the better models, which you identified in
Item 19, to predict how much farther it would
Tell whether a linear model or a quadratic model is a take the truck to stop from a speed of 50 mi/h
better fit for each data set. Justify your answer and than it would the car.
give the equation of the better model.
21. Suppose the truck is 300 ft from an intersection
16. when the light at the intersection turns yellow. If
x 0 2 4 6 8 10 12 14
the truck’s speed is 60 mi/h when the driver sees
y 17 29 40 45 59 63 76 88 the light change, will the driver be able to stop
without entering the intersection? Explain how
17. you know.
x 2 4 6 8 10 12 14 16
y 15 9 5 2 6 7 16 22
MATHEMATICAL PRACTICES
The stopping distance of a vehicle is the distance the Use Appropriate Tools Strategically
vehicle travels between the time the driver recognizes 22. A shoe company tests different prices of a new
the need to stop and the time the vehicle comes to a type of athletic shoe at different stores. The table
stop. The table below shows how the speed of two shows the relationship between the selling price
vehicles affects their stopping distances. and the monthly revenue per store the company
made from selling the shoes.
Speed Stopping distance (ft)
(mi/h) Car Truck Selling Monthly Revenue
Price ($) per Store ($)
10 27 28
80 9680
15 44 47
90 10,520
20 63 69
100 11,010
25 85 95
110 10,660
30 109 123
120 10,400
35 135 155
130 9380
40 164 190
a. Use a graphing calculator to determine the

18. Use a graphing calculator to perform a linear and equation of a quadratic model that can be used
a quadratic regression on the data for each to predict y, the monthly revenue per store in
vehicle. Write the equations of the linear and dollars when the selling price is x dollars.
quadratic models. Round coefficients and Round values to the nearest thousandth.
constants to the nearest thousandth. b. Is a quadratic model a good model for the data
set? Explain.
19. Find the correlation coefficients of the regression c. Use your model to determine the price at
equations for each vehicle in Item 18, and state which the company should sell the shoes to
whether a linear or a quadratic function better generate the greatest revenue.
models the data for each vehicle.

Modeling with a Quadratic Function Embedded Assessment 1
GRAVITY OF THE SITUATION Use after Activity 11
To investigate the effect of gravity on a Average

falling object, students in the Middletown Height of
Science Club dropped a baseball from the Time (s) Ball (ft)
roof of a building. Using a motion
detector, they measured the height of the 0.0 80
ball at various times. The students 0.5 78
conducted four trials and then averaged
the data they had gathered. The table 1.0 64
shows the times and the average heights 1.5 44
from the trials. 2.0 16
1. a. Graph the data points on the coordinate grid.
Gravity Data
90
Height of Ball (feet)
80
70
60
50
40
30
20
10
0
0 0.5 1 1.5 2 2.5
Time (seconds)
b. Based on the shape of the graph, would a linear or quadratic

function best model the data? Explain.
c. Suppose the graph of a quadratic function passes through these
points. Where is the vertex? Is it a minimum or maximum value of
the function?
2. Model with mathematics. Using three points from the table, find a
function that fits the data well. Show your work.
3. Find the quadratic regression for the data from the table. Explain
whether the data are a good fit using the correlation coefficient.
4. Use your function from Item 2 to find the height of the baseball at 0.4 s
and 1.2 s.
In another similar experiment, the function that best models the height
of the baseball is given by the equation h = −112t2 + 112t + 84, where
h is the height in feet and t is the number of seconds since the ball is
thrown.
5. Write this equation in factored form. First, factor out the GCF of the
terms.
6. Find the axis of symmetry and directrix of the graph of the function.
7. Find the vertex of the graph of the function. What does the vertex mean
in this context?
Unit 2 • Quadratic Functions 155

Embedded Assessment 1 Modeling with a Quadratic Function
Use after Activity 11 GRAVITY OF THE SITUATION
Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates the following characteristics:
Mathematics • An accurate graph of a • A functional understanding • Partial understanding of the • An inaccurate understanding
Knowledge and quadratic function and an of the characteristics of the characteristics of the graph of the characteristics of the
Thinking understanding of its graph of a quadratic of a quadratic function graph of a quadratic
(Items 1, 3, 7) characteristics function function
Problem Solving • An appropriate strategy for • An adequate strategy for • A flawed strategy for • No clear strategy for finding
(Items 2–6) finding the equation of a developing a quadratic writing a quadratic model a quadratic or other model
quadratic model and using model and using the model for a set of data and using for a set of data
the model to find data to find data points the model to find data points • Misunderstanding of the
• Accurate determination of • Minor error determining • Partial understanding of vertex
the vertex vertex vertex
Mathematical • Clear and accurate • Adequate modeling of a • Difficulty in modeling a • No understanding of how to
Modeling / understanding of how to table of values with a table of values with a model a table of values with
Representations model a table of values with quadratic function quadratic function a quadratic function
(Items 1a, 2) a quadratic function
Reasoning and • Precise use of appropriate • Adequate explanation of • A misleading or confusing • An incomplete or inaccurate
Communication math terms and language whether a table of values explanation of whether a description of whether a
(Items 1b, 3, 6, 7) to explain whether a table represents a quadratic table of values represents a table of values represents a
of values represents a function and explanation quadratic function and quadratic function and
quadratic function and of appropriate range given unclear explanation of incomplete or inaccurate
explanation of appropriate the context appropriate range given explanation of appropriate
range given the context the context range given the context
156 SpringBoard® Integrated Mathematics II

Solving Quadratic Equations ACTIVITY 12
Keeping it Quadratic
Lesson 12-1 The Square Root Method
My Notes
Learning Targets:
• Solve quadratic equations by the square root method.
• real solutions.
Provide examples of quadratic equations having a given number of
SUGGESTED LEARNING STRATEGIES: Guess and Check, Simplify

the Problem, Think-Pair-Share, Create Representations
Nguyen is designing a square deck around his new hot tub. To decide how
large a deck he should build, he needs to determine the side length, x, of
different sized decks given the possible area of each deck. He knows that the
area of a square is equal to the length of a side squared. Using this
information, Nguyen writes the following equations to represent each of the
decks he is considering.
1. Solve each equation. Be prepared to discuss your solution methods with
your classmates. MATH TIP
a. x2 = 49 b. x2 = 100
A solution of an equation makes
the equation true. For example,
c. x2 = 15 d. 2x2 = 18 x + 5 = 7 has the solution x = 2
because 2 + 5 = 7.
e. x2 − 4 = 0 f. x2 + 2 = 0
MATH TIP
g. x2 + 3 = 3 Every positive number has two
square roots, the principal square
root and its opposite. For example,
2. Refer to the equations in Item 1 and their solutions. 5 is the principal square root of 5
a. What do the equations have in common? and − 5 is its opposite.
b. What types of numbers are represented by the solutions of these

equations?
c. How many real solutions do the equations have?
d. Reason quantitatively. Which solutions are reasonable for side

lengths of the squares? Explain.
Activity 12 • Solving Quadratic Equations 157

continued The Square Root Method
My Notes
The equations in Item 1 are examples of quadratic equations . To solve
a quadratic equation of the form ax2 + c = 0, isolate the x2-term and then
take the square root of both sides.
Example A
Solve 3x2 − 6 = 0 using square roots.
Step 1: Add 6 to both sides. 3x2 − 6 = 0
3x2 = 6
Step 2: Divide both sides by 3. 3x 2 = 6
3 3
x2 = 2
Step 3: Take the square root of both sides. x2 = 2
x = + 2 or − 2
Solution: x = + 2 or x = − 2
READING MATH
Try These A
The ± symbol is read “plus or Solve each equation using square roots.
minus.”
a. x2 − 10 = 1
2
b. x = 1
4
c. 4x2 − 6 = 14

3. Quadratic equations can have 0, 1, or 2 real solutions. Fill in the table
below with equations from the first page that represent the possible
numbers of real solutions.
MATH TIP Number of

Result When x2 is Isolated Example(s)
Solutions
The square root of a negative
number has been identified as an Two x2 = positive number
imaginary number. In this Activity,
you will study real-number
solutions for quadratic equations. One x2 = 0
In Activity 13, you will extend your
understanding of the solutions of
quadratic equations to include No real solutions x2 = negative number
nonreal solutions.

The Square Root Method continued
My Notes
Example B
Solve 5x2 − 23 = 0 for x.
5x2 − 23 = 0
Step 1: Add 23 to both sides. 5x2 = 23
Step 2: Divide both sides by 5. 5x 2 = 23

5 5
Step 3: Simplify to isolate x2. x 2 = 23

5
Step 4: Take the square root of both sides. x = ± 23

5 MATH TIP
Step 5: Rationalize the denominator. x = ± 23
5
⋅ 5
5
To rewrite an expression so that
there are no radicals in the
denominator, you must rationalize
Step 6: Simplify. x = ± 115 the denominator by multiplying
5 both the numerator and
denominator by the radical.
Solution: x = ± 115
5 Example:
Try These B
Make use of structure. Find the real solutions of each equation. Show
7 = 7
3 3
⋅ 3=7 3
3 3
your work.
a. 9x2 − 49 = 0 b. 25x2 − 7 = 0
c. 5x2 − 16 = 0 d. 4x2 + 15 = 0
4. Compare and contrast the solutions to the equations in Try These B by

describing whether they are real, non-real, rational, irrational, or
whether they needed to be rationalized.

continued The Square Root Method
My Notes
5. Reason abstractly. A square frame has a 2-in. border along two sides
as shown in the diagram. The total area is 66 in.2. Answer the questions
to help you write an equation to find the area of the unshaded square.
2
a. Label the sides of the unshaded square x.

b. Write an expression for the length of a side of the square frame.
c. Fill in the boxes to write an equation for the total area in terms of x.
Area in terms of x Area in square in.

=
You can solve quadratic equations like the one you just wrote by isolating
the variable.
Example C
Solve (x + 2)2 = 66 using square roots. Approximate the solutions to the
nearest hundredth.
Step 1: Take the square root of (x + 2)2 = 66
both sides.
(x + 2)2 = 66
x + 2 = ± 66

Step 2: Subtract 2 from both sides. x = −2 ± 66
x = −2 + 66 or x = −2 − 66
Step 3: Use a calculator to approximate the solutions to the nearest
hundredth.
Solution: x ≈ −10.12 or x ≈ 6.12
6. Are both solutions to this equation valid in the context of Item 4?

Explain your response.
Try These C
Solve each equation using square roots.
a. (x − 5)2 = 121 b. (2x − 1)2 = 6 c. x2 − 12x + 36 = 2

The Square Root Method continued
My Notes
Solve each equation using square roots.

7. x2 + 12 = 13 8. (x − 4)2 = 1 9. 3x2 − 6 = 15
10. Give an example of a quadratic equation that has
a. one real solution.
b. no real solutions.
c. two real solutions.
11. Use Examples A and B to help you write a general formula for the
solutions of the equation ax2 − k = 0, where a and k are both positive.

12. If the sides of a square are decreased by 1 unit, the area will be 8 square
units. Write an equation for the area of the square.
13. Calculate the side length of the square in Item 12.
Solve each equation.

14. x2 − 22 = 0 15. (x + 5)2 − 4 = 0
16. x2 − 4x + 4 = 0 17. (x + 1)2 = 12
18. Model with mathematics. Alaysha has a square picture with an
area of 100 square inches, including the frame. The width of the frame
is x inches.
x
a. Write an equation in terms of x for the area A of the picture inside

the frame.
b. If the area of the picture inside the frame is 64 square inches, what
are the possible values for x?
c. If the area of the picture inside the frame is 64 square inches, how
wide is the picture frame? Justify your response.

continued Factors and Zeros
My Notes
Learning Targets:
• Use factoring to solve a quadratic equation.
• the
Describe the connection between the zeros of a quadratic function and
x-intercepts of the function’s graph.
MATH TIP SUGGESTED LEARNING STRATEGIES: Summarizing, Paraphrasing,

Think-Pair-Share, Quickwrite
The Zero Product Property states
⋅
that if a b = 0, then either a = 0
or b = 0.
To solve a quadratic equation ax2 + bx + c = 0 by factoring, the equation
must be in factored form to use the Zero Product Property.
Example A
Solve x2 + 5x − 14 = 0 by factoring.
Original equation x2 + 5x − 14 = 0
Step 1: Factor the left side. (x + 7)(x − 2) = 0
Step 2: Apply the Zero Product Property. x + 7 = 0 or x − 2 = 0
Step 3: Solve each equation for x.
Solution: x = −7 or x = 2
Try These A
Solve each quadratic equation by factoring.
a. x2 − 5x − 14 = 0
b. 3x2 − 6x = 0
c. x2 + 3x = 18

Factors and Zeros continued
My Notes
If you know the solutions to a quadratic equation, then you can write the
equation.
Example B
Write a quadratic equation in standard form with the solutions x = 4 and
x = −5. MATH TERMS
Step 1: Write linear equations that The standard form of a quadratic
correspond to the solutions. x − 4 = 0 or x + 5 = 0 equation is ax2 + bx + c = 0,
Step 2: Write the linear expressions as where a ≠ 0.
factors. (x − 4) and (x + 5)
Step 3: Multiply the factors to write the
equation in factored form. (x − 4)(x + 5) = 0
Step 4: Multiply the binomials and write
the equation in standard form. x2 + x − 20 = 0
Solution: x2 + x − 20 = 0 is a quadratic equation with solutions
x = 4 and x = −5.
Try These B
a. Write a quadratic equation in standard form with the solutions x = −1
and x = −7.
Write linear equations that

correspond to the solutions.
Write the linear expressions as
factors.
Express the linear expressions as
a product.
Multiply the linear expressions
and write the equation in
standard form.
b. Write a quadratic equation in standard form whose solutions are x = 2 MATH TIP
5
and x = − 1 . How is your result different from those in Example B? To avoid fractions as coefficients,
2 multiply the coefficients by the LCD.
Write a quadratic equation in standard form with integer coefficients for

each pair of solutions. Show your work.
c. x = 2 , x = 2 d. x = − 3 , x = 5
3 2 2

My Notes
The graph of the function y = x2 − 6x + 5 is shown below.
y
8
x
–2 –1 1 2 3 4 5 6 7 8
–2
–4
–6
1. Identify the x-intercepts of the graph.
2. What is the x-coordinate of the vertex?
3. Reason quantitatively. Describe the x-coordinate of the vertex with

respect to the two x-intercepts.
4. a. Factor the quadratic expression x2 − 6x + 5.

b. Each of the factors you found in part a is a linear expression. Solve
the related linear equation for each factor by setting it equal to 0.
c. Solve the related quadratic equation for the expression in part a. That
is, solve x2 − 6x + 5 = 0.

Factors and Zeros continued
My Notes
5. a. How do the linear factors of x2 − 6x + 5 you found in Item 4a relate
to the x-intercepts of the graph of the function y = x2 − 6x + 5
shown above?
b. Without graphing, how could you determine the x-intercepts of the

graph of the quadratic function y = x2 + x −12?
The x-coordinates of the x-intercepts of a quadratic function y = ax2 + bx + c

are the zeros of the function. The solutions of a quadratic equation MATH TERMS
ax2 + bx + c = 0 are the roots of the equation. A zero of a function is an input
6. The quadratic function y = ax2 + bx + c is related to the equation value of the function for which the
ax2 + bx + c = 0 by letting y equal zero. output value is zero.
a. Why do you think the x-coordinates of the x-intercepts are called the
A root of an equation is another
zeros of the function?
term for a solution of that equation.
b. Describe the relationship between the real roots of a quadratic

equation and the zeros of the related quadratic function. MATH TIP
The relationship described in Item
6b is between the real roots of a
quadratic equation and the zeros of
the related quadratic function. Later
Check Your Understanding in this unit you will see quadratic

equations that have nonreal roots.
The same relationship does not
Solve by factoring. exist between nonreal roots and
7. x2 − 81 = 0 8. 1 x 2 − 2 x = 0 zeros of the related function.
2
Identify the zeros of the quadratic function. How are the linear factors of
the quadratic expression related to the zeros?
9. y = x2 + 8x + 7 10. y = x2 − 3x + 2

My Notes
y
11. Make use of structure. Use the graph of 4
the quadratic function y = 2x2 + 6x shown
to determine the roots of the quadratic 2
equation 0 = 2x2 + 6x.
x
–4 –2 2 4
–2
–4
–6
Solve by factoring. Then, identify the zeros of the quadratic function defined
by the left side of the equation. Also identify the x-intercepts of the graph of
that function.
12. x2 − 2x + 1 = 0
13. 2x2 − 7x − 4 = 0
14. 6x2 − 13x − 5 = 0
15. Write a quadratic equation whose roots are 3 and −6.
16. A whale jumps vertically from a pool at Ocean World. The function
y = −16x2 + 32x models the height of a whale in feet above the surface
of the water after x seconds.
a. What is the maximum height of the whale above the surface of the
water?
b. What are the x-intercepts of the graph? What do these points
represent?
c. How long is the whale out of the water? Justify your answer.
17. Construct viable arguments. Is it possible for two different
quadratic functions to share the same zeros? Use a graph to justify your
response.

Completing the Square continued
My Notes
Learning Targets:
• Solve quadratic equations by completing the square.
• Complete the square to analyze a quadratic function.
SUGGESTED LEARNING STRATEGIES: Note Taking, Graphic
Organizer, Identify a Subtask
Not every quadratic equation can be solved by the square-root method. But
you can extend that idea to any quadratic equation by creating a perfect
square trinomial. Let’s first review how a quadratic equation that already
contains a perfect square trinomial can be solved.
Example A
Solve 2(x − 3)2 − 5 = 0 for x.
2(x − 3)2 − 5 = 0
Step 1: Add 5 to both sides. 2(x − 3)2 = 5
Step 2: Divide both sides by 2. (x − 3)2 = 5

2
Step 3: Take the square root of both sides. x −3 = ± 5

2
Step 4: Rationalize the denominator. x − 3 = ± 10

2
Solve for x. x = 3 ± 10
2
10
Solution: x = 3 ±
2
Try These A
Find the real solutions of each equation. Show your work.

a. 4(x + 5)2 − 49 = 0 b. 3(x − 2)2 − 16 = 0
c. 5(x + 1)2 − 8 = 0 d. 4(x + 7)2 + 25 = 0
1. Reason quantitatively. Describe the differences among the solutions

to the equations in Try These A.

continued Completing the Square
My Notes
You can solve quadratic equations written in standard form by completing
the square . This procedure allows you to follow the same steps used in
MATH TERMS Example A.
Completing the square is the
process of adding a constant to a
quadratic expression to transform it Example B
into a perfect square trinomial. Solve x2 + 10x − 6 = 0 by completing the square.
Step 1: Isolate the variable terms. x2 + 10x − 6 = 0
Add 6 to both sides. x2 + 10x = 6
Step 2: Transform the left side into a perfect square trinomial.
MATH TIP Divide the coefficient of the
x-term by 2. 10 ÷ 2 = 5
Use a graphic organizer to help
you complete the square. Square the 5 to determine
the constant. 52 = 25
x 5
2 Complete the square by x2 + 10x + =6+
x x 5x
adding 25 to both sides x2 + 10x + 25 = 6 + 25
5 5x 25 of the equation. x2 + 10x + 25 = 31
x2 + 5x + 5x + 25 = (x + 5)(x + 5) Step 3: Solve the equation.
Write the trinomial in
x2 + 10x + 25 = (x + 5)2
factored form. (x + 5)(x + 5) = 31
Write the left side as a
square of a binomial. (x + 5)2 = 31
Take the square root of
both sides. (x + 5)2 = ± 31
Solve for x. (x + 5) = ± 31
Leave the solutions in ± form. x = −5 ± 31
Solution: x = −5 ± 31
Try These B

Make use of structure. Solve each quadratic equation by completing
the square.
a. x2 − 8x + 3 = 11 b. x2 + 7 = 2x + 8
Completing the square is useful to help analyze specific features of quadratic

CONNECT TO PHYSICS functions, such as the maximum or minimum value and the possible number
of zeros.
Quadratic functions can describe
the trajectory, or path, of a moving When a quadratic equation is written in vertex form, y = a(x − h)2 + k, you
object, such as a ball that has been can determine whether the function has a maximum or minimum value
thrown. based on a and what that value is based on k. This information can also help
you determine the number of x-intercepts.

My Notes
Example C
Analyze the quadratic function y = x2 − 6x + 13 by completing
the square.
Step 1: Complete the square on the right
side of the equation. y = x2 − 6x + 13
Isolate the variable terms. y − 13 = x2 − 6x
Transform the right side into a
perfect square trinomial. y − 13 + 9 = x2 − 6x + 9
Factor and simplify. y − 4 = (x − 3)2
Write the equation in vertex form. y = (x − 3)2 + 4
Step 2: Identify the direction of opening and whether the vertex
represents a maximum or minimum.
Since the value of a is positive, Opens upward
the parabola opens upward and the Vertex is a minimum.
vertex represents a minimum.
Step 3: Determine the maximum or minimum
value. This parabola is the graph of the Minimum value: 4
parent function y = x2 translated up 4 units.
So the parent function’s minimum value
of 0 is increased to 4.
Step 4: Determine the number of x-intercepts.
Since the minimum value of the function
is y = 4 and the parabola opens upward,
the function will never have a y-value no x-intercepts
less than 4. The graph will never intersect
the x-axis, so there are no x-intercepts.
y
Step 5: Verify by graphing.
Solution: The graph of the quadratic 8
function opens upward, the
6
minimum value is 4, and there
are no x-intercepts. 4
(3, 4)
2
Try These C
Write each of the following quadratic x
–2 2 4 6 8
functions in vertex form. Identify the
direction of opening, vertex, maximum or
minimum value, and number of x-intercepts.
a. y = x2 − 4x + 9
b. y = −x2 − 6x − 8
c. y = x2 + 8x + 15

continued Completing the Square
My Notes
For some quadratic equations in standard form, such as 2x2 + 12x + 5 = 0,
the x 2 term does not have a coefficient of 1, but instead has a greater
coefficient. Example D develops the method for solving such equations.
Example D
Solve 2x2 + 12x + 5 = 0 by completing the square.
2x2 + 12x + 5 = 0
Step 1: Divide both sides by the
2 x 2 + 12 x + 5 = 0
leading coefficient and 2 2 2 2
simplify.
x 2 + 6x + 5 = 0
2
Step 2: Isolate the variable terms on x 2 + 6x = − 5
the left side. 2
Step 3: Divide the coefficient of the x 2 + 6x + = −5 +

linear term by 2 [6 ÷ 2 = 3], 2
square the result, 32 = 9, x 2 + 6x + 9 = − 5 + 9
and add it, 9, to both sides. 2
This completes the square.
Step 4: Factor the perfect square (x + 3)2 = 13

trinomial on the left side 2
into two binomials.
MATH TIP Step 5: Take the square root of both x + 3 = ± 13

sides of the equation. 2
You can factor a perfect square
trinomial x2 + 2xy + y2 as (x + y)2.
Step 6: Rationalize the

denominator and
solve for x.
x + 3 = ± 13
2
⋅ 2 = ± 26
2 2
Solution: x = −3 ± 26
2
Try These D
Solve for x by completing the square.
a. 4x2 + 16x − 5 = 0 b. 5x2 − 30x − 3 = 0

My Notes
Solve by completing the square.

2. x2 + 2x + 3 = 0
3. x2 + 6x + 4 = 0
4. 2x2 − 6x − 1 = 0

Solve by completing the square.
5. 2 = x2 − 10x 6. 4x = x2 − 4x − 32
7. −2x2 + 4 = −x2 + x − 7 8. x + 1 = 6x − x2
9. 3x2 − 18x = 5 10. 2 − 4x − x2 = x2 − 5
Complete the square to determine the vertex and maximum or minimum

value. Determine the number of x-intercepts.
11. y = x2 − 2x + 2 12. y = −x2 + 8x − 6
13. Make sense of problems. In a model railroad, the track is
supported by an arch that is represented by y = −x2 + 10x − 16,
where y represents the height of the arch in inches and x represents the
distance in inches from a cliff.
track
arch
cliff
Complete the square to answer the following items.

a. How far is the center of the arch from the cliff?
b. What is the maximum height of the arch?
14. The bubbler is the part of a drinking fountain that produces a stream
of water. The water in a drinking fountain follows a path given by
y = −x2 + 6x + 4.5, where y is the height of the water in centimeters
above the basin, and x is the distance of the water from the bubbler.
What is the maximum height of the water above the basin?

continued The Quadratic Formula
My Notes
Learning Targets:
• Derive the quadratic formula.
• Solve quadratic equations using the quadratic formula.
SUGGESTED LEARNING STRATEGIES: Close Reading, Note Taking,
Identify a Subtask
Generalizing a solution method into a formula provides an efficient way to
ACADEMIC VOCABULARY perform complicated procedures. You can complete the square on the general
form of a quadratic equation ax2 + bx + c = 0 to derive a formula for solving
To derive means to obtain
all quadratic equations.
something from another source.
In mathematics, it typically means ax 2 + bx + c = 0
to obtain a general equation
through direct reasoning that can ax 2 + bx = − c
be used to solve related problems.
The quadratic formula is derived
from the general form of a
quadratic equation.
x2 + ba x + = − ac +
( ) ( )
2 2
x 2 + ba x + b = − ac + b
2a 2a
2
x + b = ± b − 42 ac
2a 4a

2
x = −b ± b − 4ac
2a
Quadratic Formula
When a ≠ 0, the solutions of ax2 + bx + c = 0 are
2
x = −b ± b − 4ac .
2a

The Quadratic Formula continued
My Notes
To apply the quadratic formula, make sure the equation is in standard form
ax2 + bx + c = 0. Identify the values of a, b, and c in the equation and then
substitute these values into the quadratic formula. If the expression under
the radical sign is not a perfect square, write the solutions in simplest radical
form or use a calculator to approximate the solutions.
Example A
Solve x2 + 3 = 6x using the quadratic formula.
Step 1: Write the equation in standard form. x2 + 3 = 6x
2
x − 6x + 3 = 0
Step 2: Identify a, b, and c. a = 1, b = −6, c = 3
Step 3: Substitute these values into

the quadratic formula. −(−6) ± (−6)2 − 4(1)(3)
x=
2(1)
Step 4: Simplify using the order
of operations. x = 6 ± 36 −12 = 6 ± 24
2 2
Step 5: Write as two solutions.

x = 6 + 24 or x = 6 − 24
2 2
Solution: Use a calculator to approximate the two solutions.
x ≈ 5.45 or x ≈ 0.55
If you do not have a calculator, write your solution in simplest radical form.
To write the solution in simplest form, simplify the radicand and then
divide out any common factors.
⋅
2(3 ± 6 )
x = 6 ± 24 = 6 ± 4 6 = 6 ± 2 6 = = 3± 6
2 2 2 2
Try These A
Solve using the quadratic formula.
a. 3x2 = 4x + 3 b. x2 = −4x − 3
c. x2 + 4x = −2 d. 2x2 −6x + 3 = 0

continued The Quadratic Formula
My Notes

1. 3x2 − 5x + 1 = 0
2. x2 + 6 = −8x + 12

3. x2 + 5x − 1 = 0
4. −2x2 − x + 4 = 0
5. 4x2 − 5x − 2 = 1
6. x2 + 3x = −x + 1
7. 3x2 = −6x + 4
8. A baseball player tosses a ball straight up into the air. The function
y = −16x2 + 30x + 5 models the motion of the ball, where x is the time
in seconds and y is the height of the ball, in feet.
a. Write an equation you can solve to find out when the ball is at a
height of 15 feet.
b. Use the quadratic formula to solve the equation. Round to the
nearest tenth.
c. How many solutions did you find for part b? Explain why this makes
sense.
9. Critique the reasoning of others. José and Marta each solved
x2 + 4x = −3 using two different methods. Who is correct and what is
the error in the other student’s work?

José Marta
x2 + 4x = −3 x 2 + 4 x = −3
x2 + 4x − 3 = 0 x 2 + 4 x + = −3 +
a = 1, b = 4, c = −3 x 2 + 4 x + 4 = −3 + 4
−4 ± 42 − 4(1)(−3) (x + 2)2 = 1
x= x +2 = ± 1
2(1)
−4 ± 16 + 12 x + 2 = 1 or x + 2 = −1
= x = −1 or x = −3
2
−4 ± 28
=
2
−4 ± 2 7
= = −2 ± 7
2

Solving Quadratic Equations ACTIVITY 12
Keeping it Quadratic continued
ACTIVITY 12 PRACTICE 11. Describe the zeros of a quadratic function f(x) in

Answer each item. Show your work. relation to the roots of the quadratic equation
f(x) = 0.
Lesson 12-1
Lesson 12-3
For Items 1–3, solve each equation.
For Items 12–17, solve each equation by completing
1. x2 = 25
the square, or write no real solution.
2. x2 = 121
12. x2 + 2x + 5 = 0
2
3. x = 196
13. x2 − 10x = 26
4. What type of equation is shown in Items 1–3?
14. x2 + 5x − 9 = 0
A. exponential
B. quadratic 15. 2x2 + 8x − 7 = 0
C. zero property 16. 3x2 − 15x = 20
D. linear
17. 6x2 + 16x + 9 = 0
5. Solve the quadratic equation 4x2 − 3 = 0.
18. Which of the following represents a formula that
Lesson 12-2 can be used to solve quadratic equations of the
form a(x − h)2 + k = 0, where a ≠ 0?
For Items 6–8, solve each equation by factoring.
6. x2 − 3x + 2 = 0 A. x = −h ± − k B. x = −h ± k
a a
7. x2 + 5x + 6 = 0
8. 2x2 + x − 6 = 0 C. x = h ± − k D. x = h ± k
a a
Use the graphs to determine the zeros of the quadratic 19. A plane begins flying due east from an airport at
functions. the same time as a helicopter begins flying due
9. y = 0.5x2 north from the airport. After half an hour, the
y plane and helicopter are 260 mi apart, and the
8
plane is five times the distance from the airport
as the helicopter.
6
Helicopter
4
2
d mi 260 mi
x
–4 –2 2 4
–2 Airport 5d mi Plane
10. y = x2 − 4 Not to scale

y
4 a. Write an equation that can be used to
determine d, the helicopter’s distance in miles
2
from the airport after half an hour.
x b. Solve the equation and interpret the solutions.
–4 –2 2 4 c. What are the average speeds of the plane and
–2 the helicopter? Explain.
–4 20. Briefly describe the process of solving a quadratic
equation by completing the square.
–6

ACTIVITY 12 Solving Quadratic Equations
continued Keeping It Quadratic
For Items 21–23 consider the quadratic function 27. x2 + 5x = x − 1

y = x2 + 4x − 5.
28. x2 + 12x + 6 = 0
21. Rewrite the function by completing the square.
29. 3x2 − 5x + 3 = 0
22. Identify the direction of opening of the parabola
30. 2x2 + 6x = 25
for the function.
A. opens down 31. 42x2 + 11x − 20 = 0
B. opens up 32. x2 + 6x + 8 = 4x − 3
C. does not open up or down
D. The direction of opening cannot be
determined. MATHEMATICAL PRACTICES
Attend to Precision
23. What are the x-intercepts of the parabola? Verify
your answer by graphing. 33. Verify your answers to Item 23 by using the
quadratic formula. Explain why using the
Lesson 12-4 quadratic formula in this way works.
For Items 24–32, solve each equation using the
quadratic formula, or write no real solution.
24. x2 − 4x + 1 = 0
25. 2x2 − 3x + 1 = 0
26. x2 − 6x + 3 = 0

Complex Solutions of Quadratic Equations ACTIVITY 13
Is It Real or Imaginary?
Lesson 13-1 Complex Solutions of Quadratic Equations
My Notes
Learning Targets:
• Solve quadratic equations with real and nonreal solutions.
• Write complex solutions in the form a ± bi.
• Identify complex zeros of a quadratic function.
SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Graphic
Organizer, Create Representations, Look for a Pattern, Create a Plan
Some quadratic equations have real solutions and some have nonreal
solutions. A real solution is a solution that is a real number. A nonreal MATH TERMS
solution is a solution that contains an imaginary number. All the solutions of
Recall that complex numbers are
a quadratic equation are complex numbers.
written in the form a ± bi, where
1. Solve each equation. Identify the solutions as real or as nonreal. a and b are real numbers and i is
a. x2 − 144 = 0 the square root of −1. When b = 0,
the complex number is also a real
number. When a = 0, the complex
number is an imaginary number.
b. x2 + 81 = 0
c. −(x2 − 7) = 0
d. −x2 − 12 = 0
2. Reason quantitatively. How many solutions does each equation in

Item 1 have? What do you notice about the types of solutions for each
equation?
Activity 13 • Complex Solutions of Quadratic Equations 177

continued Complex Solutions of Quadratic Equations
My Notes
A quadratic function has two complex zeros—either two real zeros or two
nonreal zeros.
Example A
MATH TIP Find the zeros of the function f(x) = x2 − 5x + 7. State the number of
zeros, and tell whether they are real or nonreal zeros.
You can use the quadratic formula,
2
Step 1: Set the function equal to zero: x2 − 5x + 7 = 0.
x = −b ± b − 4 ac , to find the
2a Step 2: Substitute a = 1, b = −5, and c = 7 into the quadratic formula.
zeros of a function in the form
2
f(x) = ax2 + bx + c = 0.
x = −b ± b − 4ac
2a
−(−5) ± (−5)2 − 4(1)(7)
=
2(1)
= 5 ± − 3 = 5±i 3
2 2
The function f(x) = x2 − 5x + 7 has two nonreal zeros. The zeros are
x = 5 + i 3 or x = 5 − i 3 .
2 2 2 2
Example B
Find the zeros of the function f(x) = −2x2 + 2x + 5. State the number of
zeros, and tell whether they are real or nonreal zeros.
Step 1: Set the function equal to zero: −2x2 + 2x + 5 = 0.
Step 2: Substitute a = −2, b = 2, and c = 5 into the quadratic formula.
−2 ± 22 − 4(−2)(5)
x=
2(−2)

= 1 ± 11
2
The function f(x) = x2 − 5x + 7 has two real zeros. The zeros are
x = 1 + 11 or x = 1 − 11 .
2 2 2 2
Try These A–B

Find the zeros of each function. State the number of complex zeros, and
tell whether they are real or nonreal zeros.
a. f(x) = 3x2 − 4x + 8
b. f(x) = x2 − 6x + 7

Complex Solutions of Quadratic Equations continued
My Notes
Recall that the zeros of a function f(x) are any values of x such that f(x) = 0.
If the graph of a function intersects the x-axis, the x-coordinate of the
x-intercept is a zero of the function.
3. Use a graphing calculator to graph the functions from Try These A–B,
f(x) = 3x2 − 4x + 8 and f(x) = x2 − 6x + 7. TECHNOLOGY TIP
a. How many x-intercepts does each graph have?
You can use the graphing calculator
on SpringBoard Digital to graph
and analyze quadratic functions.
b. Which function has real zeros? Which has nonreal zeros?
c. How do the zeros of the functions compare to the number of

x-intercepts you found when you graphed the functions?
4. The graph of the function f(x) = x2 − 2x + 2 is shown.

y
x
–3 –2 –1 1 2 3
–2
–4
a. Make a prediction. Predict whether the equation f(x) = x2 − 2x + 2

has real or nonreal zeros. Explain your prediction.
b. Check your prediction by solving the equation 0 = x2 − 2x + 2.

continued Complex Solutions of Quadratic Equations
My Notes
Solve each equation. Identify the solutions as real or nonreal.

5. x2 + 20 = 0 6. x2 − 8x + 16 = 0
List the zeros of each function, and tell whether the zeros are real or
nonreal.
7. f(x) = 2x2 − 4x + 5 8. f(x) = x2 − 2x − 6
9. The zeros of a quadratic function are 2 + 3i and 2 − 3i. How many
x-intercepts does the graph of the function have? Explain.
10. Express regularity in repeated reasoning. Can the two
complex solutions of a quadratic equation be equal? If so, what can
you say about the solutions? Justify your answer.

Solve each equation. Tell whether the solutions are real or nonreal.
11. x2 + 1 = 0
12. 4x2 + 8x + 3 = 0
13. −x2 + 6 = 10x
Find the zeros of each function. List any x-intercepts.
14. f(x) = −3x2 + x − 7
15. f(x) = −5x2 + 2x + 3
16. f(x) = −4x2 + 8x − 4
17. Critique the reasoning of others. Claudia solves a quadratic
equation. The solutions are 2 + 5 and 2 − 5. She says these are
complex solutions. Do you agree? Explain.

18. The figure shows expressions for the side lengths of a rectangle. Kyle
wants to know if the rectangle can have an area of 22 square units.
2x + 1
–x + 4
a. The function A(x) describes the area of the rectangle in terms of x.

Write an equation for this function.
b. Use your equation to find x when A(x) = 22 square units.
c. Can the rectangle have an area of 22 square units? Explain your
reasoning.

Choosing a Method and Using the Discriminant continued
My Notes
Learning Targets:
• quadratic
Use the discriminant to determine the number of real solutions of a
equation.
• Choose a method to solve a quadratic equation.
SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Graphic
Organizer, Look for a Pattern, Create a Plan, Quickwrite
There are several methods for solving a quadratic equation. They include
factoring, using square roots, completing the square, and using the
quadratic formula. Each of these techniques has different advantages
and disadvantages. Learning how and why to use each method is an
important skill.
1. Solve each equation below using a different method. State the method
used.
a. x2 + 5x − 24 = 0
b. x2 − 6x + 2 = 0
c. 2x2 + 3x − 5 = 0
d. x2 − 100 = 0
2. How did you decide which method to use for each equation in Item 1?
The expression b2 − 4ac in the quadratic formula helps you understand

the nature of the quadratic equation. The discriminant, b2 − 4ac, of a MATH TIP
quadratic equation gives information about the number of real solutions, as
The discriminant tells you the
well as the number of x-intercepts of the related quadratic function.
nature of the roots of a quadratic
equation when a, b, and c are
rational. Assume that the values of
a, b, and c are rational numbers
throughout this lesson.

continued Choosing a Method and Using the Discriminant
My Notes
3. Solve each equation using any appropriate method. Then complete the
rest of the table.
Discriminant Number
Number of Graph of Related
Equation Solutions of Real
b2 − 4 ac Solutions
x-Intercepts Quadratic Function
y
8
6
4
2
x2 + 2x − 8 = 0 x
–5 –4 –3 –2 –1 1 2 3
–4
–6
–8
–10
y
8
6
4
2
x2 + 2x + 1 = 0 x
–5 –4 –3 –2 –1 1 2 3
–4
–6
–8
–10
y
8
6
4
2
x2 + 2x − 4 = 0 –5 –4 –3 –2 –1 1 2 3
x
–4

–6
–8
–10
y
14
12
10
8
x2 + 2x + 5 = 0 6
4
2
x
–5 –4 –3 –2 –1 1 2 3
–4

Choosing a Method and Using the Discriminant continued
My Notes
4. Express regularity in repeated reasoning. Complete each
statement below using the information from the table in Item 3.
• If b2 − 4ac > 0, the equation has real solution(s) and the
graph of the related function has x-intercept(s).
° If b2 − 4ac is a positive perfect square, the square root of the
discriminant is a rational number and the solution(s) is/are
number(s).
° If b2 − 4ac is not a perfect square, the square root of the
discriminant is an irrational number and the solution(s) is/are
number(s).
• If b2 − 4ac = 0, the equation has real solution(s) and the
° The square root of the discriminant is 0 and the solution(s) is/
are number(s).
• If b2 − 4ac < 0, the equation has real solution(s) and the
° The square root of the discriminant is the square root of a
negative number and the solution(s) is/are
number(s).
• If b = 0, then whatever the sign of b2 − 4ac, you can use the
method.
Use the discriminant to determine the number and type of solutions.

5. 4x2 + 2x − 12 = 0
6. x2 − 7x + 14 = 0
7. x2 − 10x + 25 = 0

continued Choosing a Method and Using the Discriminant
My Notes
8. Complete the table.
MATH TIP Number and Solution Method(s)

Value of
2
In the first equation x + 3x − 9 = 0, Equation Type of That Will Not Work
Discriminant
you can say that the method of Solution(s) (If Any)
factoring does not work in that you x2 + 3x − 9 = 0 45 2 irrational factoring
cannot find two rational numbers
with product −9 and sum +3. x2 + 3x + 9 = 0
4
2
x + 3x + 2 = 0
x2 + 3x + 3 = 0
9. What is your preferred method to find the solution for equations with
ACADEMIC VOCABULARY each of the four different types of discriminants? Explain why.
A method is preferred if it is the Positive nonperfect square:
best method available. There are
several factors in mathematics that
make a method the best: the Positive perfect square:
method is guaranteed to work, the
calculations are easiest, or certain Zero:
tools are not available, such as a
calculator or graph paper.
Negative:
MATH TIP Check Your Understanding

The different methods for solving
quadratic equations are: 10. For each equation, compute the value of the discriminant and describe
the nature of the solutions.

• Factoring a. 2x2 + 5x + 12 = 0 b. 3x2 − 11x + 4 = 0
• Completing the Square 2
c. 5x + 3x − 2 = 0 d. 4x2 − 12x + 9 = 0
• Quadratic Formula
• Graphing
11. For each equation, evaluate the discriminant and determine the nature
of the solutions. Then solve the equation.
a. x2 + 5x − 6 = 0 b. 2x2 − 7x − 15 = 0
c. x2 − 8x + 16 = 0 d. 5x2 − 4x + 2 = 0
e. 2x2 + 9x + 20 = 0 f. 3x2 − 5x − 1 = 0
12. Reason abstractly. What is the discriminant? How does the value of
the discriminant affect the solutions of a quadratic equation?
13. The discriminant of a quadratic equation is 1. What can you conclude
about the solutions of the equation? What method would you use to
find the x-intercepts of the graph? Explain your reasoning.

Complex Solutions of Quadratic Equations ACTIVITY 13
Is It Real or Imaginary? continued
ACTIVITY 13 PRACTICE 17. y

20
Lesson 13-1
16
Solve each equation. Identify the complex solution(s)
as real or nonreal. 12
2
1. x − 49 = 0 8
2
2. x + 100 = 0 4
2
3. −4x = −3x − 14
x
4. −x2 − 2x + 4 = 0 –3 –2 –1 1 2 3
–4
5. 2x2 − x + 10 = 0
6. When you solve a quadratic equation 18. y
algebraically, how can you tell whether the
solutions are nonreal?
6
7. Explain how to determine if the solutions to a
quadratic equation are real by using a graph of 4
the related function.
2
For each function, identify the x-intercept(s). If the
function has no x-intercepts, write none. x
–3 –2 –1 1
8. f(x) = x2 − 4x − 5
–2
9. f(x) = x2 − 5
10. f(x) = 3x2 + 27 19. y
2
11. f(x) = x − 21x
6
12. f(x) = −2x2 + 3x − 5
For each function, state the number of times the graph 4
intercepts the x-axis. 2
13. f(x) = −x2 + x − 7
x
14. f(x) = x2 + 2x − 1 –3 –2 –1 1 2 3
–2
15. f(x) = 4x2 + 20x + 25
–4
For each of the quadratic functions graphed,
determine the number and type of zeros. –6
16. y
20
16
12
x
–3 –2 –1 1 2 3
–4

ACTIVITY 13 Complex Solutions of Quadratic Equations
continued Is It Real or Imaginary?
Lesson 13-2 26. A quadratic equation has two rational solutions.

How many x-intercepts does the graph of the
For Items 20 and 21, use the value of the discriminant
related quadratic function have? Explain your
to describe the solutions.
answer.
20. 2x2 + 5x + 12 = 0
27. The graph of a quadratic function has one
A. two real, irrational roots
x-intercept. What can you conclude about the
B. two real, rational roots
value of the discriminant of the related quadratic
C. two nonreal roots
equation? Explain your reasoning.
D. one real, rational double root
28. A quadratic equation has two irrational roots.
21. 5x2 + 3x − 2 = 0
What can you conclude about the value of the
A. two real, irrational roots
discriminant of the equation?
B. two real, rational roots
C. two nonreal roots 29. A baseball player throws a ball from a height of
D. one real, rational double root 6 ft with an initial vertical velocity of 32 ft/s. The
equation −16t2 + 32t + 6 = 25 can be used to
22. Consider the quadratic equation
determine the time t in seconds at which the ball
2x2 + 5x + c = 0.
will reach a height of 25 ft.
a. For what value(s) of c does the equation have
a. Evaluate the discriminant of the equation.
two real solutions?
b. What does the discriminant tell you about
b. For what value(s) of c does the equation have
whether the ball will reach a height of 25 ft?
one real solution?
c. For what value(s) of c does the equation have
two nonreal solutions? MATHEMATICAL PRACTICES
23. For each of the situations, state the method you Construct Viable Arguments and Critique the
would use to solve ax2 + bx + c = 0. Explain your Reasoning of Others
choice. 30. Petro factors a quadratic equation and gets
a. b2 − 4ac > 0 solutions of x = − 7 and x = 8. To check the
b. b2 − 4ac = 0 3
c. b2 − 4ac < 0 reasonableness of his answer, Petro calculates
the discriminant of the equation and finds it to
24. How can calculating the discriminant help you be −188. Explain how the value of the
decide whether to use factoring to solve a discriminant shows that Petro made a mistake
quadratic equation? when solving the equation.
25. The graph of a quadratic function f(x) is shown

below. Based on the graph, what can you conclude
about the value of the discriminant and the nature
of the solutions of the related quadratic equation?
Explain.
y
8
x
–2 2 4 6
–2

Solving Quadratic Equations Embedded Assessment 2
EGG DROP Use after Activity 13
Every fall the Physics Club hosts an annual egg-drop contest. The goal of the
egg-drop contest is to construct an egg-protecting package capable of
providing a safe landing upon falling from a fifth-floor window.
During the egg-drop contest, each contestant drops an egg about 64 ft to
a target placed at the foot of a building. The area of the target is about
10 square feet. Points are given for targeting, egg survival, and time to reach
the target.
Colin wanted to win the egg-drop contest, so he
tested one of his models with three different ways
of dropping the package. These equations represent
each method.
Method A h(t) = -16t2 + 64

Method B h(t) = −16t2 − 8t + 64
Method C h(t) = −16t2 − 48t + 64
1. Quadratic equations can be solved by using square roots, by factoring,

or by using the quadratic formula. Solve the three equations above to
find t when h(t) = 0. Use a different solution method for each equation.
Show your work, and explain your reasoning for choosing the method
you used.
2. Colin found that the egg would not break if it took longer than 1.5
seconds to hit the ground. Which method(s)—A, B, or C—will result in
the egg not breaking?
3. Colin tested one more method, represented by the equation
h(t) = -16t2 + 16t - 20.
a. Use the discriminant to explain whether this equation is an
appropriate model.
b. Graph h(t) and explain how it supports your answer to part a.
Unit 2 • Quadratic Functions 187

Embedded Assessment 2 Solving Quadratic Equations
Use after Activity 13 EGG DROP
Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates the following characteristics:
Mathematics • Effective understanding of • Adequate understanding of • Difficulty solving • Inaccurate or incomplete
Knowledge and and accuracy in solving how to solve quadratic quadratic equations understanding of how to
Thinking quadratic equations equations, leading to solutions solve quadratic equations
(Item 1) that are usually correct
Problem Solving • Appropriate and efficient • Strategy that may include • Strategy that results in • No clear strategy when
(Item 2) strategy that results in a unnecessary steps but results some incorrect answers solving problems
correct answer in a correct answer
Mathematical • Clear and accurate • Some difficulty understanding • Partial understanding of • Little or no understanding
Modeling/ understanding of how to how to use technology to how to use technology to of how to use technology
Representations use technology to model model real-world data and/or model real-world data to model real-world data
(Item 3) real-world data and how how to use a graph to solve and/or how to use a graph and/or how to use a graph
to use a graph to solve a real-world problem, but to solve a real-world to solve a real-world
a real-world problem a correct answer is present problem that results in problem
some incorrect answers
Reasoning and • Precise use of appropriate • Adequate explanation of • Misleading or confusing • Incomplete or inaccurate
Communication math terms and language choice of solution method explanation of choice of explanation of choice of
(Items 1, 3) to explain a choice of • Correct use of mathematical solution method solution method
solution method work to justify an answer • Partially correct • Incorrect or incomplete
• Clear and accurate use justification of an answer justification of an answer
of mathematical work using mathematical work using mathematical work
to justify an answer
188 SpringBoard® Integrated Mathematics II

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Quadratic

• characterize • contrast equations, and systems that include

2 8. Graph f(x) = 2|x| − 7. Is the value of f(x) at

© 2017 College Board. All rights reserved.

118 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

3. Make use of structure. Multiply the linear expressions in Item 2 to

Items 1 through 3 show how to use algebra tiles to factor a quadratic

Activity 9 • Factoring Quadratic Expressions 119

b. How is the coefficient of the quadratic expression’s middle term

c. How is the constant term of the quadratic expression related to the

5. Consider the linear expressions (x + 6) and (x + 1).

b. How is the coefficient of the quadratic expression’s middle term

c. How is the constant term of the quadratic expression related to the

© 2017 College Board. All rights reserved.

120 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

Factors of 32 Sum of the Factors

Step 4: Write the original quadratic expression as the product of two

Activity 9 • Factoring Quadratic Expressions 121

© 2017 College Board. All rights reserved.

122 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

Factor each quadratic expression. Then multiply your factors to check your

LESSON 9-1 PRACTICE

a. Write the area of the new floor plan as a quadratic expression.

Activity 9 • Factoring Quadratic Expressions 123

SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Note

Possible Linear Reasoning

© 2017 College Board. All rights reserved.

Possible Linear Reasoning

124 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

Possible Linear Factors Reasoning

(4x − 5)(x + 3) Product: 4x2 + 7x − 15, incorrect

Activity 9 • Factoring Quadratic Expressions 125

Possible Factors Reasoning

© 2017 College Board. All rights reserved.

Factor each quadratic expression completely. Multiply to check your answer.

LESSON 9-2 PRACTICE

126 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

ACTIVITY 9 PRACTICE 10. If the area of the parallelogram is x2 + 4x − 117,

b. What do these dimensions tell you about the

Activity 9 • Factoring Quadratic Expressions 127

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128 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

International soccer regulations require that all soccer fields be rectangular

Activity 10 • Introduction to Quadratic Functions 129

Width Length Perimeter

3. Express regularity in repeated reasoning. Describe any

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130 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

6. Is a 70-yd by 90-yd rectangle the same as a 90-yd by 70-yd rectangle?

7. Graph the data from the table in Item 2 as ordered pairs.

20 40 60 80 100 120 140 160

9. Describe any patterns you see in the graph.

Activity 10 • Introduction to Quadratic Functions 131

The function A(w) is called a quadratic function because the greatest

Quadratus is the Latin word for

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15. For the function f(x) = x2 + 2x + 3, create a table of values for

132 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions

a. Graph the data from the table.

1. Use a graphing calculator to graph A(w) from Item 12 in Lesson 10-1.

To graph this function on a 6000

The graph of a quadratic function is a curve called a parabola. A parabola

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134 SpringBoard® Integrated Mathematics II, Unit 2 • Quadratic Functions