options: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Reason quantitatively and use units to solve problems.

Represent and model with vector quantities.

Represent complex numbers and their operations on the complex plane.

Use properties of rational and irrational numbers.

Perform operations on matrices and use matrices in applications.

Use complex numbers in polynomial identities and equations.

Compute fluently with multi-digit numbers and find common factors and multiples.

Apply and extend previous understandings of numbers to the system of rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Perform operations on vectors.

Perform arithmetic operations with complex numbers.

Extend the properties of exponents to rational exponents.

Know that there are numbers that are not rational, and approximate them by rational numbers.
problem_activity: Activity
The activity is an opportunity to practice evaluating quadratic expressions for a negative value of the variable, and choosing parameters of an equation that will result in its graph looking a certain way.
Launch
Arrange students in groups of 2. Give students two minutes of quiet work time on the first question, and ask them to check their answers with their partner before starting the second question. Call attention to the scale on the axes. Identify students who use the scale to select the parameters for their linear equation.
Student Facing
Evaluate each expression when
\(x\)
is -3.
\(x^2\)
\(\text-x^2\)
\(x^2+20\)
\(\text-x^2+20\)
For each graph, come up with an equation that the graph could represent. Verify your equation using graphing technology.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite students to share various equations that each graph could represent. Use different but equally correct equations to help students generalize. For example, either
\(y=x+15\)
or
\(y=x+12\)
makes sense for graph C, because it looks like
\(y=x\)
, and is shifted up by some number between 10 and 20. So we know that the equation this graph represents is in the form
\(y=x+b\)
, where
\(b\)
is positive, even though we can’t tell its exact value from the given information.


correct_option_index: 0