Search Results

You are looking at 1 - 10 of 17 items for :

  • "CCSS.Math.Content.HSA-REI.B.4a" x
  • Refine by Access: All content x
Clear All
Restricted access

Readers comment on published articles or offer their own ideas.

Restricted access

Anna Clifford and Ji-Won Son

Solving quadratic functions is a cornerstone of first year algebra, but students struggle to gain a conceptual understanding of the process of completing the square. With the help of a historical perspective, students can gain both a deep geometric and algebraic understanding of the algorithm.

Restricted access

Douglas A. Lapp, Marie Ermete, Natasha Brackett, and Karli Powell

Algebra involves negotiating meaning between the worlds of mathematical ideas and the symbols that represent them. Here we examine classroom interactions and explorations as they relate to the connection of these worlds through the use of dynamically connected representations in a technology-rich environment.

Restricted access

Joe Garofalo and Christine P. Trinter

Students think resiliently about using the quadratic formula, analyzing factors graphically, finding the shortest distance between two points, and finding margin of error.

Restricted access

Leslie Dietiker

Research of enacted curriculum supports the role of sequence in framing lessons that are both coherent and interesting for students.

Restricted access

Michael Weiss

One of the central components of high school algebra is the study of quadratic functions and equations. The Common Core State Standards (CCSSI 2010) for Mathematics states that students should learn to solve quadratic equations through a variety of methods (CCSSM A-REI.4b) and use the information learned from those methods to sketch the graphs of quadratic (and other polynomial) functions (CCSSM A-APR.3). More specifically, students learn to graph a quadratic function by doing some combination of the following:

  • Locating its zeros (x-intercepts)

  • Locating its y-intercept

  • Locating its vertex and axis of symmetry

  • Plotting additional points, as needed

Restricted access

Thomas G. Edwards and Kenneth R. Chelst

Connecting the formula to the graphic representation of quadratic functions makes the mathematics meaningful to students.

Restricted access

Readers comment on published articles or offer their own ideas.

Restricted access

Casey Hawthorne and Bridget K. Druken

Examples of solving equations and inequalities, analyzing quadratic expressions, and reasoning with functions show three ways to engage students in this mathematical practice.