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Area Model and Unfactored Form

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Area Model and Unfactored Form

Connect area models to unfactored forms of quadratic expressions by looking for related chunks in each representation.

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Area model for algebraic multiplication

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Area model for algebraic multiplication

Use the structure of a binomial expansion to connect this to an area model for quadratic functions

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Completing the Square

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Completing the Square

Students are introduced to completing the square and the quadratic formula and make connections between these two processes for solving quadratic equations and their corresponding quadratic functions.

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Completing the Square #1

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Completing the Square #1

Students will use the structure of the terms of a quadratic expression to connect quadratic expressions to algebra tiles in order.

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Completing the Square #2

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Completing the Square #2

Connect standard form and vertex form of a quadratic to an area model representation to see how negative values of h in the vertex form impact the visual and the standard form.

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Completing the Square Visually

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Completing the Square Visually

Use the structure of a visual to quickly count the number of squares in the shape.

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Connecting Vertex Form to Factored Form

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Connecting Vertex Form to Factored Form

Change the form of either an equation given in vertex form or an equation given in factored form to make connections between the two forms.

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Difference of Squares

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Difference of Squares

Chunk sets of factored and visual area models to make connections between the expressions and the area models.

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Different methods of factoring explained

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Different methods of factoring explained

This blog post by Bowen Kerins describes some different methods students can use to factor quadratic expressions of the form ax2 + bx + c.

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Distinguishing Quadratics

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Distinguishing Quadratics

This Core Resource, when complete, will focus how we can distinguish quadratic functions from linear and exponential functions based on their properties when represented as sequences, tables, graphs, focusing on using rate of change to find intervals of a function that are increasing, decreasing, positive, negative, and symmetry of a function (if any).

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End of Unit Assessment (Algebra I, Unit 6)

Algebra I
Unit 6: Quadratic Equations
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End of Unit Assessment (Algebra I, Unit 6)

After this unit, how prepared are your students for the end-of-course Regents examination?  The end of unit assessment is designed to surface how students understand the mathematics in the unit.  It includes spiralled multiple choice and constructed response questions, comparable to those on the end-of-course Regents examination.  A rich task, that allows for multiple entry points and authentic assessment of student learning, may be available for some units and can be included as part of the end of unit assessment.  All elements of the end of unit assessment are aligned to the NYS Mathematics Learning Standards and PARCC Model Frameworks prioritization. 

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Expressions and Text

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Expressions and Text

Connect two expressions and text by using the mathematical structure (in this task, chunks) of what they notice.

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