June 18, 2012

between rational and irrational numbers. They consider quadratic function, comparing the key characteristics of quadratic functions to those of linear and exponential functions. They select from among these functions to model phenomena. Students learn to anticipate the graph of a quadratic function by interpreting various forms of quadratic expressions. In particular, they identify the real solutions of a quadratic equation as the zeros of a related quadratic function. Students learn that when quadratic equations do not have real solutions the number system must be extended so that a solution exists, analogous to the way in which extending the whole numbers to the negative numbers allows X+1=0 to have a solution. Formal work with complex numbers comes in Algebra II. Students expand their experience with functions to include more specialized functions—absolute value, step, and those that are piecewise defined. The eight lessons (5.1-5.8) provide the instruction and practice that supports the culminating activity in the final unit project. The lessons in this unit focus on working with quadratic relationships.

- Mathematics > General

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