High School Teacher Note: In addition to addressing quadratic models, this lesson includes perimeter and area of a rectangle, which addresses ARMT measurement standards. Students will use system of equations to solve for the length of a rectangle, and substitute the length into the area formula. The resulting formula will be a factored quadratic that must be graphed (a graphing utility could be used) and then the maximum area is obtained. This lesson is an excellent motivation for students to make the connection between the roots of the graph and the equation of the quadratic. ** Use Unit 4 Checkpoint: #2-4,8 after completing this lesson. AL COS Common Core Standard Common Core Quality Core Identifier. Quality Core Standard(s) Algebra I Create equations in two or more variables to represent relationships between quantities; A-CED2 13 graph equations on coordinate axes with labels and scales. (quadratic) E.2.a. Identify graphs of quadratic functions Algebra I For a function that models a relationship between two quantities, interpret key features of F-IF4 28 graphs and tables in of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries and end behavior.(Quadratic) Algebra I c. Determine a quadratic equation when given its graph or roots. Alabama 9c standard E.2.b. Relate factors, solutions (roots), zeros of related functions, and x-intercepts in equations that arise from quadratic functions ** Use Unit 10 Checkpoint: #5-7 to review for the summative assessment.
High School Teacher Note: In addition to addressing quadratic models, this lesson includes perimeter and area of a rectangle, which addresses ARMT measurement standards. Students will use system of equations to solve for the length of a rectangle, and substitute the length into the area formula. The resulting formula will be a factored quadratic that must be graphed (a graphing utility could be used) and then the maximum area is obtained. This lesson is an excellent motivation for students to make the connection between the roots of the graph and the equation of the quadratic. ** Use Unit 4 Checkpoint: #2-4,8 after completing this lesson. AL COS Common Core Standard Quality Core Identifier. Quality Core Standard(s) Common Core Algebra I 13 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (quadratic) E.2.a. Identify graphs of quadratic functions A-CED2 Algebra I 28 For a function that models a relationship between two quantities, interpret key features of graphs and tables in of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries and end behavior.(Quadratic) F-IF4 Algebra I 9c c. Determine a quadratic equation when given its graph or roots. E.2.b. Relate factors, solutions (roots), zeros of related functions, and x-intercepts in equations that arise from quadratic functions Alabama standard ** Use Unit 10 Checkpoint: #5-7 to review for the summative assessment.
Scope_and_Sequence_PreAP_Alegbra_I_Entire_Course.docx