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9-12 Integrated Math 2 Unit 5 Lesson 10

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K-5 Math 6-8 Math •9-12 Math

Course

Integrated Math 1 •Integrated Math 2 Integrated Math 3

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

Modeling Prompts

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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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9-12

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Integrated Math 2
Integrated Math 3

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

Modeling Prompts

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Lesson 3
Lesson 4
Lesson 5
Lesson 6
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Lesson 9
Lesson 10
Lesson 11
Lesson 12
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Unit 5, Lesson 10

Rewriting Quadratic Expressions in Factored Form (Part 4)

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Integrated Math 2

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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Lesson 10 Resources

Student Materials