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ACTIVITY 29
Introduction to Quadratic Functions ACTIVITY 29 Investigative
Touchlines
Lesson 29-1 Modeling with a Quadratic Function Activity Standards Focus
In Activity 29, students expand their
My Notes
Learning Targets: knowledge of functions by examining
• Model a real-world situation with a quadratic function. quadratic functions. Students identify,
• Identify quadratic functions. write, and graph quadratic functions.

• Write a quadratic function in standard form. They also identify the domain, range,
vertex, and maximum or minimum of
SUGGESTED LEARNING STRATEGIES: Create Representations, a quadratic function.
Interactive Word Wall, Marking the Text, Look for a Pattern, Discussion
Groups
Lesson 29-1
Coach Wentworth coaches girls’ soccer and teaches algebra. Soccer season is PLAN
starting, and she needs to mark the field by chalking the touchlines and goal
lines for the soccer field. Coach Wentworth can mark 320 yards for the total Pacing: 1 class period
length of all the touchlines and goal lines combined. She would like to mark Chunking the Lesson
the field with the largest possible area. #1–2 #3–5 #6–9 #10
Check Your Understanding
Lesson Practice
Touchline
TEACH
Bell-Ringer Activity
Ask students to measure a rectangular
surface in the classroom, such as a
Goal line

Goal line
student desk or bulletin board, and
Goal

Goal

calculate the perimeter and area. Ask

students to share their results and briefly
describe, in words, how to find the
perimeter and area of a rectangle.
1–2 Marking the Text, Activating
Prior Knowledge, Create
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Touchline
Representations, Sharing and
Responding Be sure students
understand the drawing and the
FIFA regulations require that all soccer fields be rectangular in shape. different elements within the drawing.
CONNECT TO SPORTS
1. How is the perimeter of a rectangle determined? How is the area of a Ask a student who plays soccer to
rectangle determined? FIFA stands for Fédération volunteer to tell the class a bit about
The perimeter of a rectangle is found by adding the lengths of the Internationale de Football the game.
4 sides. The area is found by multiplying the length times the width. Association (International The purpose of Item 1 is to activate
Federation of Association
prior knowledge regarding rectangles.
© 2014 College Board. All rights reserved.

Football) and is the international

Understanding perimeter and area is
governing body of soccer.
important to the lesson. Review perimeter
and area of a rectangle again, if
necessary.

Activity 29 • Introduction to Quadratic Functions 423

Common Core State Standards for Activity 29
HSF-IF.B.4 For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given
a verbal description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.*
HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.*
HSF-IF.C.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.
HSF-BF.A.1 Write a function that describes a relationship between two quantities.*
HSF-BF.A.1a Determine an explicit expression, a recursive process, or steps for calculation from a context.

Activity 29 • Introduction to Quadratic Functions 423

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ACTIVITY 29 Continued
ACTIVITY 29 Lesson 29-1
continued Modeling with a Quadratic Function
Differentiating Instruction
Support students who have a difficult
My Notes
time understanding that rectangles 2. Complete the table below for rectangles with the given side lengths. The
with a fixed perimeter can have first row has been completed for you.
different areas. You can use a piece of
string to make the connections for Length Width Perimeter
visual and kinesthetic learners. Tie Area (square yards)
(yards) (yards) (yards)
the string in a loop—a fixed
perimeter—and have students make 10 150 320 1500
different rectangles using the loop. If 20 140 320 2800
this is done on top of graph paper, 120
40 320 4800
students can then draw the
representative rectangles and 60 100 320 6000
determine the areas of the rectangles. 80 80 320 6400
This should help students visualize
that while the perimeter remains 100 60 320 6000
constant, the area can change. 120 40 320 4800

140 20 320 2800

1–2 (continued) Verify that area
150 10 320 1500
computations in the table are correct. It
is essential that students understand that l 160 − l 320 l(160 − l)
the sum of the length and the width is
160 yards. Twice this length, 320 yards, 3. Express regularity in repeated reasoning. Describe any
is the perimeter. The numerical answers patterns you observe in the table above.
in the first eight rows of the table may Answers may vary.
be easier for students than the last row. • As length increases, width decreases.
Students may struggle with the
• As length increases, area increases, reaches a maximum, and then
abstraction of including a variable, so decreases.
careful attention is needed to this
• The greatest area is when the length and width are 80 yards.
response.

© 2014 College Board. All rights reserved.

3–5 Look for a Pattern, Create 4. Is a 70-yd by 90-yd rectangle the same as a 90-yd by 70-yd rectangle?
Representations, Discussion Groups Explain your reasoning.
The patterns students identify will vary, Answers may vary. The two rectangles are congruent. They are the
but should focus on the fact that while same rectangle, just in different orientations.
the length increases, the areas increase,
reaching a maximum, and then decrease. 5. Graph the data from the table in Item 2 as ordered pairs.
Additionally, students should notice the 7000
symmetry in the area values about the
6000
value l = 80. Some students may insist
Area of Rectangle (yd2)

that the length of a rectangle is greater

© 2014 College Board. All rights reserved.

5000
than its width. Take care to mention that 4000
this is not true, referring students to the 3000
table to see that in the first four rows, the
2000
width is greater than the length. At this
point in the lesson, the graph that 1000
represents the data should consist of only
the points represented by the entries in 20 40 60 80 100 120 140 160
Length of Rectangle (yd)
the table. Some students may wish to
“connect” the points into a continuous
graph. 424 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

424 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions

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ACTIVITY 29 Continued
Lesson 29-1 ACTIVITY 29
Modeling with a Quadratic Function continued 6–9 Look for a Pattern, Construct an
Argument, Discussion Groups
Students are likely to focus on the graph
My Notes when explaining that the data are not
6. Use the table and the graph to explain why the data in Items 2 and 5 are
not linear. linear. Refer students to the table in
Answers may vary. The data in the table are not linear because there is
Item 2 to confirm their conclusions
no constant rate of change. The data on the graph are not linear algebraically. The patterns in the graph
because the points do not lie on a line. should align to the patterns in the table.
The maximum area, not only from the
graph but also from the table, appears to
be 6400 square yards when the length is
80 yards. Some students may recognize
7. Describe any patterns you see in the graph above. that this is unacceptable for a soccer
Answers may vary. As lengths increase, areas increase, reach a field, but it should be emphasized that,
maximum, and then decrease. There is symmetry about the line l = 80. at this point, the focus is on rectangles
in general, not just rectangles that can
be used for soccer fields.
10 Close Reading, Interactive Word
8. What appears to be the largest area from the data in Items 2 and 5? Wall, Create Representations,
6400 square yards appears to be the largest area, occurring when the
Debriefing To help with writing the
length is 80 yards. function A(l), students may wish to refer
to the last row of the table in Item 2.
This item also provides an opportunity
to revisit function notation. Debrief this
portion of the activity by asking
9. Write a function A(l) that represents the area of a rectangle whose students to describe the difference
length is l and whose perimeter is 320. between a quadratic function and a
A(l) = l(160 − l) linear function. Students should be
encouraged to identify differences in
both the graphs and the equations of the
two types of functions.
© 2014 College Board. All rights reserved.

The function A(l) is called a quadratic function because the greatest degree Developing Math Language
of any term is 2 (an x2 term). The standard form of a quadratic function is Discuss with students the difference
y = ax2 + bx + c or f(x) = ax2 + bx + c, where a, b, and c are real numbers between a linear equation and a
and a ≠ 0. quadratic equation. Discuss their
degrees, solutions, and standard forms.
10. Write the function A(l) in standard form. What are the values of a, b,
and c? As needed, pronounce new terms clearly
and monitor students’ pronunciation of
A(l) = −l2 + 160l; a = −1, b = 160, c = 0
terms in their class discussions. Use the
class Word Wall to keep new terms in
© 2014 College Board. All rights reserved.

front of students. Include pronunciation

guides as needed. Encourage students to
review the Word Wall regularly and to
monitor their own understanding and
use of new terms in their group
discussions.

Activity 29 • Introduction to Quadratic Functions 425

MINI-LESSON: Identifying Quadratic Functions

If students need additional work with quadratic equations, a mini-lesson is
available to provide more practice.
See SpringBoard’s eBook Teacher Resources for a student page for this
mini-lesson.

Activity 29 • Introduction to Quadratic Functions 425

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ACTIVITY 29 Continued
ACTIVITY 29 Lesson 29-1
Check Your Understanding continued Modeling with a Quadratic Function
Debrief students’ answers by asking
them to describe the graph of a
quadratic function. Have them describe My Notes
how to identify a quadratic function and Check Your Understanding
how write a quadratic function in
standard form. 11. For the function f(x) = x2 + 2x + 3, create a table of values for
x = −3, −2, −1, 0, 1. Then sketch a graph of the quadratic function
Answers on grid paper.
11. Check students’ tables. 12. Barry needs to find the area of a rectangular room with a width that is
y  2 feet longer than the length. Write an expression for the area of the
8 rectangle in terms of the length.
13. Critique the reasoning of others. Sally states that the equation
6 g(x) = x3 + 10x2 − 3x represents a quadratic function. Explain why
Sally is incorrect.
4
14. Write the quadratic function f(x) = (3 − x)2 in standard form.
2

x LESSON 29-1 PRACTICE

–4 –2 2 4
15. Create tables to graph y = 3x and y = 3x2 on grid paper. Explain the
differences between the graphs.
16. Pierre uses the function r(t) = t + 2 to model his rate r in mi/h
12. l(2 + l)
t minutes after leaving school. Complete the table and use the data
13. Sally thought that any function
points to graph the function.
with an x2 term is quadratic;
however, no other terms can have a
t r(t)
degree higher than 2. The x3 term
means the function is not 0
quadratic. 1
14. f(x) = x2 − 6x + 9
2
ASSESS 3

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Students’ answers to Lesson Practice 4
problems will provide you with a
formative assessment of their 17. Pierre uses the function d(t) = t(t + 2) to model his distance d in miles
understanding of the lesson concepts from home. Add another column to your table in Item 16 to represent
and their ability to apply their learning. d(t). Sketch a graph of d(t) on the same coordinate plane as the graph
of r(t).
See the Activity Practice for additional
problems for this lesson. You may assign 18. What types of functions are represented in Items 16 and 17?
the problems here or use them as a 19. Write each quadratic function in standard form.

© 2014 College Board. All rights reserved.

culmination for the activity. a. g(x) = x(x − 2) + 4 b. f(t) = 3 − 2t2 + t
LESSON 29-1 PRACTICE 20. Attend to precision. Determine whether each function is a quadratic
15. Check students’ graphs. function. Justify your responses.
2
y = 3x is a linear function whose a. S(r) = 2πr2 + 20πr b. f (a) = a + 4a − 3
2
graph is a straight line and whose c. f(x) = 4x2 − 3x + 2 d. g(x) = 3x−2 + 2x − 1
rate of change is constant.
e. f(x) = 42x − 3 f. h(x) = 42 − 3x + 2
y = 3x2 is a quadratic function whose x
graph is parabolic (curved,
nonlinear) and whose rate of change 426 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions
is not constant. 16–17.
y 18. r(t) is linear, and d(t) is quadratic.
t r(t) d(t)
ADAPT 30 19. a. g(x) = x2 − 2x + 4
0 2 0 25 b. f(t) = −2t2 + t + 3
Check students’ answers to the Lesson 1 3 3
d(t) 20. a. Yes; the term with the greatest degree has degree 2.
20
Practice to ensure that they can identify b. Yes; the term with the greatest degree has degree 2.
and graph a quadratic function. Use 2 4 8 15
c. Yes; the term with the greatest degree has degree 2.
Items 16 and 17 to compare and contrast 3 5 15 10 d. No; the term with the greatest degree has degree 1.
r(t)
the equations of linear and quadratic 5 e. No; the term with the greatest degree has degree 1.
functions. See the Activity Practice for
4 6 24
x f. No; the variable is in the denominator of a term.
additional problems for this lesson. You 0 1 2 3 4
may assign the problems here or use
them as a culmination for the Activity.

426 SpringBoard® Mathematics Algebra 1, Unit 5 • Quadratic Functions