Evidence of Understanding

**identify and justify equivalent representations for a quadratic function**- describe a quadratic function from the
**factored**,**standard**, and**vertex form**of its equation- Ex: factored form quickly shows the roots, the average of those roots can determine the axis of symmetry

- use specific features of a quadratic function to prove representations are equivalent (table, graph, function rule in factored form, standard form, or vertex form)
- Ex: suppose (3, 9) is the vertex, explain 9 is the y coordinate of the vertex on the graph, 9 is the highest output value in the table and the only output value not repeated
- Ex: suppose (3, 9) is the vertex, show x = 3 is the axis of symmetry in vertex form and 3 is in the middle of -1 and 7 which are the roots in factored form, etc.

- describe a quadratic function from the
**create equivalent representations for a quadratic function**- given an equation, use technology to graph a parabola and identify its vertex and intercepts (approximately for non-integer values)
- justify the scale and orientation of a function’s graph using its intercepts and vertex and can adjust the window of the graphing calculator appropriately

- without technology, graph a function rule in factored form, standard form, or vertex form
- use intercepts and/or the vertex from a table or graph to create and justify a function rule in factored form, standard form, or vertex form
__NOTE: algebraic conversion between forms of a quadratic equation is part of Unit 6__

- given an equation, use technology to graph a parabola and identify its vertex and intercepts (approximately for non-integer values)

Develop conceptual understanding:

factor, factored form, standard form, vertex form

Supporting terms to communicate:

function, quadratic, parabola, y intercept, axis of symmetry, reflection, turning point, maximum, minimum, vertex, x intercept, root, average, domain, range, equivalent