Algebra 2 4-3 Complete Lesson: Modeling With Quadratic Functions

Last updated about 4 years ago

20 questions

Note from the author:

A complete formative lesson with embedded slideshow, mini lecture screencasts, checks for understanding, practice items, mixed review, and reflection. I create these assignments to supplement each lesson of Pearson's Common Core Edition Algebra 1, Algebra 2, and Geometry courses. See also mathquest.net and twitter.com/mathquestEDU.

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Algebra 2 4-3 Complete Lesson: Modeling With Quadratic Functions

Algebra 2 4-3 Complete Lesson: Modeling With Quadratic Functions

Problem 1 Got It?

Problem 2 Got It? Refer to Rocket 1 and Rocket 2 from Problem 2, shown here. Which rocket stayed in the air longer?

Find a quadratic function that includes the set of values (1, 0), (2, -3), and (3, -10).

Find a quadratic function that includes the set of values.

Find a quadratic function that includes the set of values.

Error Analysis: Your classmate says he can write the equation of a quadratic function that passes through the points (3, 4), (5, -2), and (3, 0). Explain his error.

Review Lesson 4-2: Graph the functions on the same plane. Zoom and pan your graph to establish an appropriate viewing window.

Review Lesson 3-2: Solve the system by elimination on the canvas. Show each step and write the solution in the space provided.

Review Lesson 2-2: y varies directly with x. Match each direct variation with its solution.

Review Lesson 1-3: Match each expression with its simpler form.

Vocabulary Review: Identify the graphs that are NOT parabolas.

Use Your Vocabulary: Match each description on the left with the equation that models it on the right.

Modeling: Consider the table showing a meteorologist's predicted temperatures for the day.
Which calculator screen below shows the correct data entry for a quadratic model?

Notes: Take a clear picture or screenshot of your Cornell notes for this lesson. Upload it to the canvas. Zoom and pan as needed.

For a refresher on the Cornell note-taking system, click here.

Reflection: Math Success

Solve It! What equation, in standard form, models the path of the ball? Hint: Let the x-axis model the horizontal line at waist level and use the x-intercepts.

Problem 1 Got It?

Problem 2 Got It? Refer to Rocket 1 and Rocket 2 from Problem 2, shown here. Which rocket stayed in the air longer?

Problem 2 Got It? What is a reasonable domain and range for each quadratic model?

Problem 2 Got It? Reasoning: Describe what the domains tell you about each of the models and why the domains for the models are different.

Find a quadratic function that includes the set of values (1, 0), (2, -3), and (3, -10).

Find a quadratic function that includes the set of values.

Find a quadratic function that includes the set of values.

Error Analysis: Your classmate says he can write the equation of a quadratic function that passes through the points (3, 4), (5, -2), and (3, 0). Explain his error.

Review Lesson 4-2: Graph the functions on the same plane. Zoom and pan your graph to establish an appropriate viewing window.

Review Lesson 3-2: Solve the system by elimination on the canvas. Show each step and write the solution in the space provided.

Review Lesson 2-2: y varies directly with x. Match each direct variation with its solution.

Review Lesson 1-3: Match each expression with its simpler form.

Vocabulary Review: Identify the graphs that are NOT parabolas.

Use Your Vocabulary: Match each description on the left with the equation that models it on the right.

Modeling: Consider the table showing a meteorologist's predicted temperatures for the day.
Which calculator screen below shows the correct data entry for a quadratic model?

Notes: Take a clear picture or screenshot of your Cornell notes for this lesson. Upload it to the canvas. Zoom and pan as needed.

For a refresher on the Cornell note-taking system, click here.

Reflection: Math Success

Solve It! What equation, in standard form, models the path of the ball? Hint: Let the x-axis model the horizontal line at waist level and use the x-intercepts.

Problem 2 Got It? What is a reasonable domain and range for each quadratic model?

Problem 2 Got It? Reasoning: Describe what the domains tell you about each of the models and why the domains for the models are different.

Algebra 2 4-3 Complete Lesson: Modeling With Quadratic Functions

Algebra 2 4-3 Complete Lesson: Modeling With Quadratic Functions

Problem 1 Got It?

Problem 2 Got It? Refer to Rocket 1 and Rocket 2 from Problem 2, shown here. Which rocket stayed in the air longer?

Find a quadratic function that includes the set of values (1, 0), (2, -3), and (3, -10).

Find a quadratic function that includes the set of values.

Find a quadratic function that includes the set of values.

Error Analysis: Your classmate says he can write the equation of a quadratic function that passes through the points (3, 4), (5, -2), and (3, 0). Explain his error.

Review Lesson 4-2: Graph the functions on the same plane. Zoom and pan your graph to establish an appropriate viewing window.

Review Lesson 3-2: Solve the system by elimination on the canvas. Show each step and write the solution in the space provided.

Review Lesson 2-2: y varies directly with x. Match each direct variation with its solution.

Review Lesson 1-3: Match each expression with its simpler form.

Vocabulary Review: Identify the graphs that are NOT parabolas.

Use Your Vocabulary: Match each description on the left with the equation that models it on the right.

Modeling: Consider the table showing a meteorologist's predicted temperatures for the day. Which calculator screen below shows the correct data entry for a quadratic model?

Notes: Take a clear picture or screenshot of your Cornell notes for this lesson. Upload it to the canvas. Zoom and pan as needed.For a refresher on the Cornell note-taking system, click here.

Reflection: Math Success

Solve It! What equation, in standard form, models the path of the ball? Hint: Let the x-axis model the horizontal line at waist level and use the x-intercepts.

Problem 1 Got It?

Problem 2 Got It? Refer to Rocket 1 and Rocket 2 from Problem 2, shown here. Which rocket stayed in the air longer?

Problem 2 Got It? What is a reasonable domain and range for each quadratic model?

Problem 2 Got It? Reasoning: Describe what the domains tell you about each of the models and why the domains for the models are different.

Find a quadratic function that includes the set of values (1, 0), (2, -3), and (3, -10).

Find a quadratic function that includes the set of values.

Find a quadratic function that includes the set of values.

Error Analysis: Your classmate says he can write the equation of a quadratic function that passes through the points (3, 4), (5, -2), and (3, 0). Explain his error.

Review Lesson 4-2: Graph the functions on the same plane. Zoom and pan your graph to establish an appropriate viewing window.

Review Lesson 3-2: Solve the system by elimination on the canvas. Show each step and write the solution in the space provided.

Review Lesson 2-2: y varies directly with x. Match each direct variation with its solution.

Review Lesson 1-3: Match each expression with its simpler form.

Vocabulary Review: Identify the graphs that are NOT parabolas.

Use Your Vocabulary: Match each description on the left with the equation that models it on the right.

Modeling: Consider the table showing a meteorologist's predicted temperatures for the day. Which calculator screen below shows the correct data entry for a quadratic model?

Notes: Take a clear picture or screenshot of your Cornell notes for this lesson. Upload it to the canvas. Zoom and pan as needed.For a refresher on the Cornell note-taking system, click here.

Reflection: Math Success

Solve It! What equation, in standard form, models the path of the ball? Hint: Let the x-axis model the horizontal line at waist level and use the x-intercepts.

Problem 2 Got It? What is a reasonable domain and range for each quadratic model?

Problem 2 Got It? Reasoning: Describe what the domains tell you about each of the models and why the domains for the models are different.

Modeling: Consider the table showing a meteorologist's predicted temperatures for the day.
Which calculator screen below shows the correct data entry for a quadratic model?

Notes: Take a clear picture or screenshot of your Cornell notes for this lesson. Upload it to the canvas. Zoom and pan as needed.

For a refresher on the Cornell note-taking system, click here.

Modeling: Consider the table showing a meteorologist's predicted temperatures for the day.
Which calculator screen below shows the correct data entry for a quadratic model?

Notes: Take a clear picture or screenshot of your Cornell notes for this lesson. Upload it to the canvas. Zoom and pan as needed.

For a refresher on the Cornell note-taking system, click here.