options: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
problem_activity: Warm-up
This warm-up highlights the three forms of quadratic expressions students have seen so far. It reinforces how each form gives different insights into the graph of a quadratic function.
Launch
Arrange students in groups of 2. Give students a minute of quiet think time, and then ask them to share their thinking with a partner.
Student Facing
Expressions in different forms can be used to define the same function. Here are three ways to define a function
\(f\)
.
\(f(x)=x^2-4x+3\)
(standard form)
\(f(x)=(x-3)(x-1)\)
(factored form)
\(f(x)=(x-2)^2-1\)
(vertex form)
Which form would you use if you want to find the following features of the graph of
\(f\)
? Be prepared to explain your reasoning.
the
\(x\)
-intercepts
the vertex
the
\(y\)
-intercept
Student Response
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Activity Synthesis
Invite students to share their responses and explanations. Encourage students to name specific features of the graph of
\(f\)
. If time permits, consider asking students to use all of the info they can gather to sketch a graph.
If not already mentioned by students, point out that while the standard form allows us to find the
\(y\)
-intercept more readily, the
\(y\)
-intercept can always be found by evaluating the function at
\(x=0\)
.


correct_option_index: 0

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