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9-12 Algebra 1 Unit 8 Lesson 10

Gradeband

K-5 Math 6-8 Math •9-12 Math

Course

•Algebra 1 Geometry Algebra 2 Extra Support Materials for Algebra 1

Unit

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 •Unit 8

Modeling Prompts

Lesson

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 •Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23 Lesson 24

K-5
6-8
9-12

Algebra 1
Geometry
Algebra 2
Extra Support Materials for Algebra 1

Integrated Math 1
Integrated Math 2
Integrated Math 3

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Modeling Prompts

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Lesson 20
Lesson 21
Lesson 22
Lesson 23
Lesson 24

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Unit 8, Lesson 10

Rewriting Quadratic Expressions in Factored Form (Part 4)

Algebra 1

Practice

Problem 1
Student Task Statement
To write in factored form, Diego first listed factor pairs of -10.

Use what Diego started to write in factored form.

How do you know you’ve found the right pair of expressions? What did you look for when trying out different possibilities?

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Problem 2

Student Task Statement

To rewrite in factored form, Jada listed some factor pairs of :

Use what Jada started to rewrite in factored form.

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Problem 3

Student Task Statement

Rewrite each quadratic expression in factored form. Then, use the zero product property to solve the equation.

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Problem 4

Student Task Statement

Han is solving the equation .

Here is his work:

Describe Han’s mistake. Then, find the correct solutions to the equation.

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Problem 5

ForLesson 1: Finding Unknown Inputs

Student Task Statement

A picture is 10 inches wide by 15 inches long. The total area of the picture and a frame that is inches thick can be modeled by the function .

Use function notation to write a statement for this description: the total area of the picture and a frame that is 2 inches thick is 266 square inches.
What is the total area if the picture has a frame that is 4 inches thick?

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Problem 6

ForLesson 2: When and Why Do We Write Quadratic Equations?

Student Task Statement

To solve the equation , Elena uses technology to graph the function . She finds that the graph crosses the -axis at and .

What is the name for the points where the graph of a function crosses the -axis?
Use a calculator to compute and .
Explain why 1.919 and 5.081 are approximate solutions to the equation and are not exact solutions.

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Problem 7

ForLesson 3: Solving Quadratic Equations by Reasoning

Student Task Statement

Which equation shows a next step in solving that will lead to the correct solutions?

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Problem 8

ForLesson 8: Interpreting and Creating Graphs

Student Task Statement

Here is a description of the temperature at a certain location yesterday.

“It started out cool in the morning, but then the temperature increased until noon. It stayed the same for a while, until it suddenly dropped quickly! It got colder than it was in the morning, and after that, it was cold for the rest of the day.”

Sketch a graph of the temperature as a function of time.

<p><strong>Blank coordinate plane, grid. Horizontal axis, time, from 9 to 8, in one hour increments. Vertical axis, temperature in Fahrenheit, from 25 to 70 by 5’s.</strong></p>

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Problem 9

ForLesson 12: Interpreting Exponential Functions

Student Task Statement

Technology required.

The number of people, , who watch a weekly TV show is modeled by the equation , where is the number of weeks since the show first aired.

How many people watched the show the first time it aired? Explain how you know.
Use technology to graph the equation.
On which week does the show first get an audience of more than 500,000 people?

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Lesson 10 Resources

Student Materials