Before and After - First Drafts 1

Running head: BEFORE AND AFTER - FIRST DRAFTS

Before and After - First Drafts: Evaluating Quadratic Polynomials Using the Quadratic Formula

Jennifer Nguyen

Arizona State University

MTE 482: Methods Teaching Math Secondary School

Date Submitted: October 26th, 2021

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Student Learning Goals: Evaluating Quadratic Polynomials Using the Quadratic Formula

Background Learning: Expectations of Mastery of Prior Knowledge

● When evaluating quadratic polynomials using the quadratic formula, the general or

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standard formula: 𝑓(𝑥) = 𝑎𝑥 − 𝑏𝑥 + 𝑐 defines a quadratic relationship where a, b,

and c, are known values and a cannot equal 0. If the values are switched or not clearly

stated, one must algebraically manipulate the function until the values are clear. These

values will be used when introduced to parts within the quadratic formula as well as the

formula itself.

● Quadratic functions are not linear functions where quadratic functions have an equal

change in x which results in the change of y changing by uniform amounts. In this

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example below from the textbook, 𝑓(𝑥) = 𝑥 , the average rates of change over

equal-sized intervals are always increasing. The change in the change in the area of the

square, however, is always constant.

● When determining the roots of x-intercepts of the function, the x-intercepts can be found

by looking at when the function’s graph or by solving the function algebraically.

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○ Graphically, the roots are shown when the function’s graph touches the x-axis.

When the graph touches the x-axis, the x value is where the function touches the

graph and this is considered the root or x-intercept of the function. In the prior

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example for function f, where𝑓(𝑥) = 𝑥 , the function’s graph touches the x-axis

only once at x=0. The graph can touch the axis more than once or not at all in

some cases.

○ Algebraically, the roots could be found by setting the function equal to 0 and we

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are solving for the variable. In the prior example of𝑓(𝑥) = 𝑥 , we need to set

𝑓(𝑥) = 0 and get that x = 0. The root or x-intercept of function f is at x = 0.

Learning Goals Related to the Quadratic Formula

● Quadratic functions can have average rates of change that are either always increasing or

always decreasing and support the fact that quadratic functions are not linear functions.

This is further emphasized when comparing average rates of change and constant rates of

change.

𝑏
● Moving forward from graph representations of the vertex, the formula𝑥 = − 2𝑎
will

be interpreted as the equation that demonstrates the input or x value where the function

hits either the highest or lowest peak, the x-coordinate of the vertex, the input value to get

the maximum or minimum value, and as the equation of the line of symmetry.

𝑏
● The function notation 𝑓( 2𝑎 )will be used to find the output of the vertex, or the minimum

or maximum value of the function. The input is from the previous formula which gave

the x value of the vertex. To find the maximum or minimum values, the input value found

from that equation is being plugged into our given function and returns the output value.
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● When introduced to the discriminant, depending on the sign of the value, it will

determine whether the solutions or roots of the quadratic equation are real solutions or

complex solutions. Imaginary numbers are then used if the solutions are complex. When

the solution is complex, the function doesn’t cross the x-axis. When the discriminant is

zero, there exists only one real solution where the roots are equivalent.

● By using arithmetic operations such as adding and subtracting, we are able to determine

2
𝑏 −4𝑎𝑐
the root values by adding or subtracting the expression ± 2𝑎
to the location of the

line of symmetry.

2
𝑏 −4𝑎𝑐
● When 2𝑎
= 0 it’s confirmed that any function roots must be on the line of

symmetry and interpreted as the vertex and the function’s maximum or minimum value is

0.

● When the entire quadratic formula is introduced, all of the prior concepts will piece

together and each portion of the formula will be able to be identified. Each portion allows

the student to find a different aspect of the function as well as be utilized to support their

prior findings.

● By reviewing common errors when using the quadratic formula and ways to combat

them, students will have two techniques to prevent them from occurring and should have

a stronger understanding of differentiating between each term and its relation to the

quadratic formula.

Connections to Future Learning and Notes

● When learning about the roots and end behavior of polynomial functions, I will

emphasize the importance of the expressions that we can derive from the formula to
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demonstrate how these ideas can help students support their findings of the vertex,

discriminant, axis of symmetry, roots of the function, and finding the distance between

the axis of symmetry to the root(s). These concepts will be applied when diving deeper

into the roots of the function and the behaviors surrounding them.

● A strong understanding of quadratic equations is necessary for students in the future

when calculating areas of boxes, profits, speed, and other real-world related problems. I

will ensure students have chances of working with examples that allow them to apply

these concepts further. We will do this by discussing and breaking down real and complex

solutions, imaginary numbers, and overall more complicated problems involving the use

of the quadratic formula.

● I aim to emphasize to students that the quadratic formula isn’t something just to

memorize and they move on from. By showcasing the full formula after going through

each expression within the formula, I can demonstrate how they can create the formula as

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𝑏 𝑏 −4𝑎𝑐
well as derive it. I will also use the formula format: 𝑥 = − 2𝑎
± 2𝑎
to further

support this.
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References

Carlson, M. P., Oehrtman, M., Moore, K., & O'Bryan, A. E. (2020). Precalculus: Pathways to

Calculus: A Problem Solving Approach (8th Edition). Hayden-McNeil/Macmillan

Learning.