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    8th Grade Criterion B

    Uploaded by

    Nisha Kulkarni
    1. The document provides a task for students to investigate patterns in quadratic expressions by expanding different linear factors. Students are asked to observe patterns in the values of a, b, c, p and q when factorized expressions of the form (x + p)(x + q) are expanded. 2. Students notice that the values of a, b, c, p and q follow predictable patterns based on the signs and values of the linear factors. They use these patterns to predict the expanded forms of other quadratic expressions without expanding them. 3. The task aims to help students understand the relationship between the components of a quadratic equation and its factored form in order to write quadratic equations from linear factors and vice

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    © All Rights Reserved
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    8th Grade Criterion B

    Uploaded by

    Nisha Kulkarni
    184 views4 pages
    1. The document provides a task for students to investigate patterns in quadratic expressions by expanding different linear factors. Students are asked to observe patterns in the values of a, b, c, p and q when factorized expressions of the form (x + p)(x + q) are expanded. 2. Students notice that the values of a, b, c, p and q follow predictable patterns based on the signs and values of the linear factors. They use these patterns to predict the expanded forms of other quadratic expressions without expanding them. 3. The task aims to help students understand the relationship between the components of a quadratic equation and its factored form in order to write quadratic equations from linear factors and vice

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    1. The document provides a task for students to investigate patterns in quadratic expressions by expanding different linear factors. Students are asked to observe patterns in the values of a, b, c, p and q when factorized expressions of the form (x + p)(x + q) are expanded. 2. Students notice that the values of a, b, c, p and q follow predictable patterns based on the signs and values of the linear factors. They use these patterns to predict the expanded forms of other quadratic expressions without expanding them. 3. The task aims to help students understand the relationship between the components of a quadratic equation and its factored form in order to write quadratic equations from linear factors and vice

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    184 views4 pages

    8th Grade Criterion B

    Uploaded by

    Nisha Kulkarni
    1. The document provides a task for students to investigate patterns in quadratic expressions by expanding different linear factors. Students are asked to observe patterns in the values of a, b, c, p and q when factorized expressions of the form (x + p)(x + q) are expanded. 2. Students notice that the values of a, b, c, p and q follow predictable patterns based on the signs and values of the linear factors. They use these patterns to predict the expanded forms of other quadratic expressions without expanding them. 3. The task aims to help students understand the relationship between the components of a quadratic equation and its factored form in order to write quadratic equations from linear factors and vice

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Miina Härma Gümnaasium

    Grade-9e
    Criterion-B (Quadratic Functions)
    Name:___________________________________ Date:________________

    TASK SPECIFIC CLARIFICATION


    Achievement Level descriptor Task Specific Clarification
    level
    7-8 The student is able to:
    i. select and apply mathematical problem-solving i) investigate how expanding two linear brackets
    techniques to discover complex patterns. leads to quadratic equations and vice versa
    ii. describe patterns as general rules consistent
    with correct findings prove, ii) describe correct findings as general rules
    or verify and justify, these general rules.
    iii) check that this rule works with other linear
    factors and explain why the rule is true

    5-6 The student is able to:


    i. select and apply mathematical problem-solving i) investigate how expanding two linear brackets
    techniques to discover complex patterns. leads to quadratic equations and vice versa
    ii. describe patterns as general rules consistent
    with findings verify the validity of these general ii) describe correct findings as general rules
    rules.
    iii) check that this rule works with other linear
    factors
    3-4 The student is able to:
    i. apply mathematical problem-solving techniques i) identify and calculate the pattern to write two
    to discover simple patterns. linear factors as quadratic equations
    ii. suggest general rules consistent with findings.
    (Not demonstrated at this level). ii) suggest a relationship between quadratic
    equation components and zeros

    1-2 The student is able to:


    i. apply, with teacher support, mathematical i) identify and calculate the pattern to write two
    problem-solving techniques to discover simple linear factors as quadratic equations with the
    patterns. teacher’s help
    ii. state predictions consistent with patterns
    (Not demonstrated at this level). ii) suggest a relationship between quadratic
    equation components and zeros with teacher’s
    help

    0 The student does not reach a standard described by any of The student does not reach a standard described
    the descriptors above. by any of the descriptors above.

    1. Look at the following expressions:


    2 3
    x −5 x−14 x −5 x−14
    3 x 2+2 x 8 t+ 12
    2 2
    −7 w + 21 x + 3 y−25
    1 2 z 4 +3 z 2−2 z+1
    m + m+3
    2
    2 y−5 y 2 +7 172

    I. Based on your observations, suggest what is meant by ‘quadratic expression’.

    II. Explain why each of the expressions in the right-hand column do not satisfy your
    description.

    III. Explain whether or not you would consider (x + 3)(x 5) to be a quadratic


    expression.

    2. In the following table for each row, expand the brackets to help you complete the table.
    Factorized expression Expanded expression

    (x + p) (x + q) p q a x 2 + bx + c a b c
    (x+3) (x+5) 3 5 x + 8x + 15
    2

    (x+2) (x+9)
    (x-3) (x-6)
    (x+3) (x-4)
    -3 -4
    (x+3) (x+5)
    (x+2) (x-5)
    (x-8) (x+4)
    (x ) (x+6) -1

    3. Look carefully at your table. Describe any patterns you notice in the values and signs of
    a, b, c, p and q.
    4. In the following table use the patterns you observed in step 2 to predict the values of a,
    b and c. (you shouldn’t need to expand the brackets. If you can’t see a pattern yet, go
    back to step 2 and observe your results).
    Factorized expression Expanded expression

    (x + p) (x + q) p q a x 2 + bx + c a b c
    (x+1) (x+7)
    (x-3) (x+8)
    (x-1) (x-2)
    (x+5) (x-5)

    5. Verify your predictions by expanding each factorized expression.

    6. Complete the following table.


    Factorized expression Expanded expression

    (x + p) (x + q) p q a x 2 + bx + c a b c
    (x+2) (x+2)
    (x+4) (x+4)
    (x-1) (x-1)
    (x-6) (x-6)

    7. Describe any patterns you notice in the values and signs of a, b, c, p and q.
    8. Complete this table based on the patterns you observed assuming that
    (x + p) (x + q) = a x 2 + bx + c
    p Q a b c

    9. Find values such that a = 1, p = q and b = c

    10. It can be concluded that if c = 0, then either p or q is zero. Explain whether you agree or
    disagree with this statement and why.

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