options: Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
problem_activity: Optional activity
This activity is optional because it goes beyond the depth of understanding required by the standards.
The purpose of this activity is to connect graphs of quadratic functions with solutions to related quadratic equations to tell how many solutions an equation has, and whether those solutions are real or non-real. Students have already solved two of the equations in the previous activity, and the equation they haven’t solved involves the perfect square that connects all three of the equations. Graphically,
\(y=f(x)\)
intersects the
\(x\)
-axis twice, which corresponds to the two real solutions to
\(x^2 - 8x + 13 = 0\)
. The graph
\(y=g(x)\)
intersects the
\(x\)
-axis once, which corresponds to the single real solution to
\(x^2 - 8x + 16 = 0\)
. However, the graph
\(y=h(x)\)
doesn’t intersect the
\(x\)
-axis, which reflects the fact that the complex solutions to
\(x^2 - 8x + 19 = 0\)
can’t be described with a real number line.
Launch
Provide access to graphing technology.
Student Facing
How many real solutions does each equation have? How many non-real solutions?
\(x^2 - 8x + 13 = 0\)
\(x^2 - 8x + 16 = 0\)
\(x^2 - 8x + 19 = 0\)
How do the graphs of these functions help us answer the previous question?
\(f(x) = x^2 - 8x + 13\)
\(g(x) = x^2 - 8x + 16\)
\(h(x) = x^2 - 8x + 19\)
Student Response
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for free access to Student Response.
Anticipated Misconceptions
Some students may attempt to plot the complex solutions in the coordinate plane as if it were the complex plane. Remind these students that points in the coordinate plane are pairs of real numbers
\((x,y)\)
, whereas points in the complex plane are single complex numbers. In other words, the point
\((2,4)\)
in the coordinate plane is a different kind of object than the point
\(2+4i\)
in the complex plane.
Activity Synthesis
Select students to share their solutions and discuss the connections between the graphs and the equations. Discuss the idea that if a graph of a quadratic function doesn’t cross a given horizontal line (in this case,
\(x=0\)
) this doesn’t indicate that the related equation has no solutions, but rather that it has no
real
solutions that can be graphed with real number lines.
Speaking: MLR8 Discussion Supports.
To help students produce statements about the connection between graphs of quadratic functions and solutions to related quadratic equations, provide sentence frames such as: “If _____ then _____ because…” and  “On the graph, I see _____, so I know….” Show concepts multi-modally by displaying the graphs of
\(f(x)\)
,
\(g(x)\)
, and
\(h(x)\)
.
Design Principle(s): Support sense-making


correct_option_index: 0

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