Introduction to Quadratic Functions ACTIVITY ACTIVITY 5.

1
Touchlines 5.1
SUGGESTED LEARNING STRATEGIES: Self/Peer Revision, Introduction to
Marking the Text, Activating Prior Knowledge Quadratic Functions
My Notes
Coach Wentworth coaches girls’ soccer and teaches algebra. Soccer Activity Focus
season is starting, and she needs to mark the touchlines and goal • Introduction to quadratic
lines for the soccer field. Coach Wentworth can mark 320 yards for
the total length of all the touchlines and goal lines. She would like
functions
to mark the field with the largest possible area. • Multiple representations of
quadratic data
Touchlines
Goal lines
Materials
• Graph paper (optional)
• Graphing calculator (optional)

Chunking the Activity

Goal

Goal
#1–2 #10–13
#3–5 #14
#6–9

Introduction Self/Peer Revision,

Marking the Text Be sure that
FIFA regulations require that all soccer fields be rectangular they understand the drawing and
in shape. CONNECT TO SPORTS
FIFA stands for Fédération
the different elements within the
1. How is the perimeter of a rectangle determined? How is the Internationale de Football drawing.
area of a rectangle determined? Association (International
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Federation of Association Football)

The perimeter of a rectangle is found by adding the lengths and is the international governing
1 Activating Prior
of the 4 sides. The area is found by multiplying the length Knowledge The purpose of
body of soccer.
times the width.
this Item is to activate prior
knowledge regarding rectangles.
Without the correct perimeter and
area relationships, the activity is
inaccessible. Review perimeter and
area of a rectangle if needed.

Unit 5 • Quadratic Functions 283

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Unit 5 • Quadratic Functions 283

Sample taken from: SpringBoard Algebra 1 Annotated Teacher Edition

283-288_SB_A1_5-1_TE.indd 283 4/28/09 12:48:54 PM

 ACTIVITY 5.1 Continued ACTIVITY 5.1 Introduction to Quadratic Functions
continued Touchlines
2 Create Representations, SUGGESTED LEARNING STRATEGIES: Create Representations,
Debriefing Verify that area Quickwrite, Self/Peer Revision, Look for a Pattern
computations in the table are My Notes
correct. It is essential that students 2. Complete the table below for rectangles with the given side
understand that length + lengths. The first row has been completed for you.
width = 160. Twice this length is
Length Width Perimeter Area
the perimeter, 320. The numerical (yards) (yards) (yards) (square yards)
answers in the first eight rows
10 150 320 1500
of the table may be easier for
students than the last row. 20 140 320 2800
Students sometimes struggle
with the abstraction of including 40 120 320 4800

a variable, so careful attention is 60 100 320 6000

needed to this response.
80 80 320 6400

3 Look for a Pattern, Self/ 100 60 320 6000

Peer Revision Patterns will vary,
but focus should be on the fact 120 40 320 4800

that while the length constantly 140 20 320 2800

increases, the areas increase,
reach a maximum, and then 150 10 320 1500

decrease. Additionally, students l 160 - l 320 l (160 - l )

should notice the symmetry in
the area values about the value

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© 2010 College Board All rights reserved

l = 80. For example, the area of a 3. Describe any patterns that you notice in the table above.
Answers may vary. Sample answers:
rectangle with length of 10 yd is
• As length increases, width decreases.
1500 yd2, the same as a rectangle • As length increases, area increases, reaches a maximum,
whose length is 150 yd. then decreases.
• The greatest area is when the length and width are 80 yards.

4 Quickwrite Some students

may insist that the length of a
rectangle is greater than its width. 4. Is a 70-yd by 90-yd rectangle the same as a 90-yd by 70-yd
Take care to mention that there rectangle? Explain your reasoning.
Answers may vary. Sample answer: The two rectangles
are no such limitations inherent in are congruent. They are the same rectangle, just in
this investigation. different orientations.

Differentiating Instruction
If students have a difficult time
understanding that rectangles
with a fixed perimeter can have 284 SpringBoard® Mathematics with MeaningTM Algebra 1
different areas, you can use a
piece of string to help make 283_288_SB_A1_5-1_SE.indd 284 4/23/09 2:04:40 PM
283_288_SB_A1_5-

the connection for visual and

© 2010 College Board. All rights reserved.
kinesthetic learners. Just tie
the string into a loop—a fixed
perimeter—and have students
make different rectangles
using the loop. If done on top
of graph paper, students then
can determine the areas of the
rectangles and see that they
are different even though the
perimeter for each rectangle is
the same.

284 SpringBoard® Mathematics with Meaning™ Algebra 1

Sample taken from: SpringBoard Algebra 1 Annotated Teacher Edition

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 Introduction to Quadratic Functions ACTIVITY 5.1
ACTIVITY 5.1 Continued
Touchlines continued

SUGGESTED LEARNING STRATEGIES: Create Representations,

5 Create Representations At
Quickwrite, Self/Peer Revision, Look for a Pattern this point in the activity, the
My Notes graph that represents the data
5. Graph the data from the table in Item 2 as ordered pairs. should consist of only the points
represented by the entries in the
7000
table. Some students may wish
6000
Area of Rectangle (yd2)

to “connect” the points into a

5000
continuous graph.
4000
3000
2000
6 Self/Peer Revision Students
are likely to focus on the graph
1000
when explaining that it is not
20 40 60 80 100 120 140 160 linear. Refer students to the table
Length of Rectangle (yd)
in Item 2 to confirm this result
numerically.
6. Are the data in Items 2 and 5 linear? Explain why or why not.
Answers may vary. Sample answers: The data in the table are 7 Look for a Pattern The
not linear because there is no constant rate of change. Values
increase and then decrease. The data on the graph are not graphic patterns should align to
linear because the points do not lie on a straight line.
the numeric patterns recognized
in Item 3, especially in terms of
increase, decrease and symmetry
7. Describe any patterns you see in the graph above. about l = 80.
Answers may vary. Sample answer: As lengths increase,
areas increase, reach a maximum, then decrease. There
is symmetry about the line l = 80. 8 Quickwrite The maximum
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© 2010 College Board. All rights reserved.

area, not only from the graph

but also from the table, appears
to be 6400 square yards when
8. What appears to be the largest area from the data in Items 2 the length is 80 yards. Some
and 5? students may recognize that
6400 square yards appears to be the largest area, occurring
when the length is 80 yards. this is unacceptable for a soccer
field, but emphasize that, at this
point, the focus is on rectangles
in general, not just rectangles that
can be used for soccer fields.

Suggested Assignment
CHECK YOUR UNDERSTANDING
p. 288, #1–2

Unit 5 • Quadratic Functions 285

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Unit 5 • Quadratic Functions 285

Sample taken from: SpringBoard Algebra 1 Annotated Teacher Edition

283-288_SB_A1_5-1_TE.indd 285 4/28/09 12:48:58 PM

 ACTIVITY 5.1 Continued ACTIVITY 5.1 Introduction to Quadratic Functions
continued Touchlines
9 Create Representations To SUGGESTED LEARNING STRATEGIES: Create Representations,
help with writing the function Marking the Text, Summarize/Paraphrase/Retell
A(l ), students may wish to refer My Notes
to the last row of the table in 9. Write a function A(l ) that represents the area of a rectangle
Item 2. This Item also provides whose length is l and whose perimeter is 320.
A(l ) = l (160 - l )
an opportunity to revisit function
notation.

0 Create Representations If a
graphing calculator is not available
for students, additional points 10. Use a graphing calculator to graph A(l ). Sketch the graph on
may be introduced for students to TECHNOLOGY the grid below.
get an accurate representation of A
Be sure that the RANGE
the continuous graph. on your calculator’s graph 7000
matches the ranges shown 6000
in the grid at the right.
Paragraph and a Marking the 5000
Text, Summarize/Paraphrase/ 4000
Retell If students have trouble 3000
with understanding what a 2000
quadratic function is, give them 1000
practice using the Mini-Lesson I
20 40 60 80 100 120 140 160
below.

ACADEMIC VOCABULARY The function A(l ) is called a quadratic function because it contains
a term to the second degree (an x 2 term). The standard form

© 2010 College Board. All rights reserved.

© 2010 College Board All rights reserved

quadratic function
of a quadratic function is y = ax 2 + bx + c or f (x) = ax 2 + bx + c,
where a, b, and c are real numbers and a ≠ 0.

11. Write the function A(l ) in standard form. What are the values
of a, b, and c?
A(l ) = -l 2 + 160l; a = -1, b = 160, c = 0

MINI-LESSON: Answers
1. The function is in the standard 286 SpringBoard® Mathematics with MeaningTM Algebra 1
form of a quadratic function.
2. The function is not a quadratic 283_288_SB_A1_5-1_SE.indd 286 4/23/09 2:04:50 PM
283_288_SB_A1_5-

function because the first term

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has a negative exponent. MINI-LESSON: Identifying Quadratic Functions
3. The function is not a quadratic Is each function a quadratic function? Explain why or why not.
function because a = 0 for the
1. f(x) = 4x2 - 3x + 2
x2 term.
2. g(x) = 3x-2 + 2x - 1
4. The function is quadratic. In
3. f(x) = 42x - 3
this function, b = 0.
4. g(x) = 5 - 2x2
5. The function is not a quadratic 5. 4 - 3x + 2
f(x) = __
function because the first term x2
6. g(x) = 2x - 8 + x2
has a negative exponent.
6. The function is in the standard
form of a quadratic function.

286 SpringBoard® Mathematics with Meaning™ Algebra 1

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 Introduction to Quadratic Functions ACTIVITY 5.1
ACTIVITY 5.1 Continued
Touchlines continued

SUGGESTED LEARNING STRATEGIES: Graphic Organizer, Guess

b Graphic Organizer,
and Check, Marking the Text, Summarize/Paraphrase/Retell Summarize/Paraphrase/Retell
My Notes It is important to recognize that
The graph of a quadratic function is a curve called a parabola. A the point (80, 6400) refers to a
ACADEMIC VOCABULARY
parabola has a point at which a maximum or minimum value of maximum value of 6400 for A(l )
the function occurs. That point is called the vertex of a parabola. parabola
that occurs when l = 80. The
The y-value of the vertex is the maximum or minimum of vertex of a parabola
value l = 80 is not a maximum.
the function.

12. What is the vertex of the graph of A(l ) in Item 10? Does the AP Connection
vertex represent a maximum or a minimum of the function?
The vertex of the graph of A(l ) Is (80, 6400). The vertex
AP Calculus students find these
represents a maximum of the function. same maximum or minimum
values of functions in optimization
problems.

c Marking the text,

Summarize/Paraphrase/
FIFA regulations state that the length of the touchline of a soccer Retell Since FIFA regulations
field must be greater than the length of the goal line.
indicate that the touchline must
13. Can Coach Wentworth use the rectangle that represents the have a length greater than that
largest area of A(l ) for her soccer field? Why or why not? of the goal line, the 80-yd by
Answers may vary. Sample answer: The rectangle that 80-yd rectangle would not be an
represents the largest area cannot be used for the soccer field
since it is an 80 yard by 80 yard rectangle, or a square. It does appropriate choice.
not meet FIFA regulation that states that the length of the
touchline be greater than the length of the goal line.
d Guess and Check, Marking
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© 2010 College Board. All rights reserved.

the Text, Debriefing The

additional FIFA regulations
indicate that the length of the
FIFA regulations also state that the length of the touchlines of rectangle must be at least 100 yd.
a soccer field must be at least 100 yd but no more than 130 yd.
The 320-yd perimeter constraint in
The goal lines must be at least 50 yd but no more than 100 yd.
the original problem restricts the
14. Find the dimensions of the FIFA regulation soccer field length to a maximum of 110 yd.
with largest area. Support your reasoning with multiple
representations. AP Connection
Answers may vary. Sample answer: The maximum area
of the FIFA regulation soccer field is 6000 square yards, AP Calculus students use the
with a touchline length of 100 yards and a goal line length
of 60 yards. This is supported using the data table where Extreme Value Theorem to find
the length is 100 and the width is 60, the graph at the the maximum value of a quadratic
point (100, 6000), and the equation, A(l ) = -l 2 + 160l;
6000 = -(100) 2 + 160(100) = -10,000 + 16,000 = 6000. function on a closed interval.

Unit 5 • Quadratic Functions 287 Suggested Assignment

CHECK YOUR UNDERSTANDING
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p. 288, #3–7
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UNIT 5 PRACTICE
p. 329, #1–8

Unit 5 • Quadratic Functions 287

Sample taken from: SpringBoard Algebra 1 Annotated Teacher Edition

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 ACTIVITY 5.1 Continued ACTIVITY 5.1 Introduction to Quadratic Functions
continued Touchlines

1a. The data are linear because

there is a constant rate of
change. CHECK YOUR UNDERSTANDING

b. The data are not linear Use notebook paper or grid paper to write 5. Complete the tables. Then graph the
your answers. Show your work. quadratic functions.
because the rate of change is
not constant. 1. State whether the data in each table are a. f (x) = x 2 + 2x + 3
linear. Explain why or why not.
2. y  x f (x)
a. x y b. x y -3
6 0 5 0 5 -2
4 1 2 1 2 -1
2 -1 2 1 0
2 3 -4 3 2 1
x 4 -7 4 5
–2 2 4 6 b. f (x) = -x 2 - 4x - 3
–2 2. Graph the data in the table in Item 1(b)
x f (x)
above. What is the least value of the data
3a. not quadratic on the graph? -4
-3
b. quadratic 3. Identify whether each function is quadratic.
-2
a. f (x) = 6x + 12
c. not quadratic -1
b. g(x) = 6x 2 + 12 0
4a. f(x) = x2 - 2x + 5 6 + 12
c. h(x) = __
x2 6. Identify the maximum or minimum
b. g(x) = 3x2 - 9x +8 4. Write each quadratic function in standard values of the quadratic functions in

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c. h(x) = −2x2 + 4x + 7 form. Item 5.
d. l(x) = _25_ x2 + x + _12_ a. f (x) = 5 - 2x + x 2 7. MATHEMATICAL What characteristics of
b. g(x) = 3x 2 + 8 - 9x R E F L E C T I O N the graph of a quadratic
5a. c. h(x) = 4x + 7 - 2x 2 function distinguish it from that of a
x f(x)
2x + 5x 2 linear function?
-3 6 d. l(x) = ________
2
-2 3
-1 2
0 3
1 6

y 
8

4
288 SpringBoard® Mathematics with MeaningTM Algebra 1

2
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x © 2010 College Board. All rights reserved.

–4 –2 2 4
y  6a. a minimum of 3 when x =
-1
4
b. b. a maximum of 1 when x =
x f(x)
2 -2
-4 -3
-3 0 x 7. Answers may vary. Sample
–4 –2 2 4 answer: The graph of a
-2 1 –2
linear function is a line.
-1 0 –4 The graph of a quadratic
0 -3 function is a curve called a
parabola.

See graph right

288 SpringBoard® Mathematics with Meaning™ Algebra 1

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