A1 U4 LP Identifying Zeros of Equations AAPR3

DRAFT/Algebra I Unit 4/ MSDE Lesson Plan/
Background Information
Content/Grade Level Algebra 1/Grades 7-12
Unit Expressions and Equations
Essential Questions/Enduring Enduring Understandings

Understandings Addressed in the  Mathematics can be used to solve real world problems and can be used to
Lesson communicate solutions.
o Equations and inequalities can be used to solve real world problems.
o Quadratic equations can be used to make predictions or solve problems.
 Relationships between quantities can be represented symbolically, numerically,

graphically and verbally in the exploration of real world situations.
 Relationships can be described and generalizations made for mathematical

situations that have numbers or objects that repeat in predictable ways.
o When analyzing real-world problems that are math related, it is useful to look for
patterns that would indicate that a linear, exponential or quadratic model might be
used to represent the situation.
 Multiple representations may be used to model a given real world relationship.

 Rules of arithmetic and algebra can be used together with notions of equivalence to
transform equations and inequalities.
o Reasoning with expressions, equations and inequalities provides the means to
take a complex situation rearrange it into a more usable format and determine the
value for unknown quantities.
o Formulas may be transformed to highlight a quantity of interest.
Essential Questions
 When and how is mathematics used in solving real world problems?
o How are linear, exponential and quadratic equations and inequalities used to solve
real world problems?
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 What characteristics of problems would determine how to model the situation and
develop a problem solving strategy?
o What characteristics of problems would help to distinguish whether the situation
could be modeled by a linear, exponential or a quadratic model?
o When is it advantageous to represent relationships between quantities
symbolically? Numerically? Graphically?
 Why is it necessary to follow set rules/procedures/properties when manipulating

numeric or algebraic expressions?
o How can the structure of expressions, equations, or inequalities be used to
determine a solution strategy?
o How can complex structures of quadratic and exponential expressions be
rearranged to emphasize parts from a whole?
Standards Addressed in This Lesson A.APR.3 Identify zeros of polynomials when suitable factorizations are available, and use
the zeros to construct a rough graph of the function defined by the polynomial.
Focus will be on identifying zeros of linear, quadratic and cubic functions. Constructing graphs
given zeros will be a follow up lesson.
Lesson Topic Students will identify zeros of linear, quadratic, and cubic functions given factorable equations and graphs.
Relevance/Connections Depending on the structure of your class this lesson may take more than one day to complete.
Previously in this unit {Unit 4} students learned to factor quadratic equations using a variety of methods
{completing the square, quadratic formula, and factoring}. This lesson with take factorable quadratic
equations and begin to explore with students the x-intercepts{zeros}of linear, quadratic, and cubic
equations.
In Unit 5 students will take a more in depth look at graphing quadratic equations {vertex, maxima, minima,
x-intercepts, y-intercepts}.
Student Outcomes 1. Students will review factoring quadratic equations.
2. Students will identify zeros of linear equations given a graph and/or equation.
3. Students will identify zeros of quadratic equations given a graph and/or equation.
4. Students will identify zeros of cubic equations given a graph and/or an equation in the form of a
 
product of a linear expression and quadratic expression. nx  m ax 2  bx  c .
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Summative Assessment Students will be given procedural, conceptual and application questions on a written assessment at the
(Assessment of Learning) completion of all lessons. Some of the activities in the lessons could be used as group or individual
assessments based on the needs of the classroom.
Prior Knowledge Needed to Support Factoring of Quadratic Equations

This Learning Solving Linear equations
Solving Quadratic Equations
Ability to graph linear and quadratic equations on a graphing calculator
Method for determining student How will evidence of student prior knowledge be determined?
readiness for the lesson The opening activity for the lesson will review with students how to factor quadratic equations set equal to
zero. Factoring can be reviewed at this point if students struggle with the opening activity.
What will be done for students who are not ready for the lesson?
Opportunities for differentiation and accommodations will be provided throughout the lesson for example;
a)use of the graphing calculator to generate multiple representations of functions to explore the zeros.
b) cooperative learning activities.
Learning Experience
How will this
experience help
students to develop
proficiency with one or
more of the Standards
for Mathematical Component Details
Practice?
Which practice(s) does

this experience
address?
SMP #1 Make sense Warm-up/Drill Materials Needed
of problems and Warm Up handout (attached) = Quadrilateral Quadratic Quandary
persevere in solving
them. Preparation
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Learning Experience
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experience help
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Teachers will need to photo copy enough papers for a class set. Papers must be cut into
The Warm-up squares prior to passing them out. {If you do not have time to cut an entire class set, cut
requires students to one set and rearrange, then copy to give students a “mixed up” puzzle and have the
explain students cut out the squares}.
correspondence Implementation
between equations by  Students will complete the warm up individually.
comparing the  The warm up serves as a means of activating prior knowledge of:
nonfactored quadratic    
Factor quadratic equations in the form x 2  a or ax 2  bx  c
expression with the
 While students are working, monitor students and help where necessary.
factored quadratic
 Use the results of observations to determine the readiness of the class.
expression. In
addition, to check  For students who may have difficulty with the warm-up:
their work students Give only four squares(with a M, A, T, H) of the puzzle instead of all nine.
could multiply the  Review the Warm Up {The answer to the puzzle is MATH IS FUN, starting in the
factored expressions bottom right corner.}
to get the original
expression or set UDL Connections
each expression UDL Principle II: Provide Multiple Means of Action and Expression,
equal to zero and Checkpoint 5.3 Build fluencies with graduated levels of support for practice and
solve. performance, discusses that learners must develop fluencies and that fluency is built
through many opportunities for performance. This activity is providing students an
opportunity for the distributed practice over time that the brain needs for long term
retention of a skill.
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Learning Experience
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experience help
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Grouping Purpose: To review with students the link between the solving a linear equation for x when y=
Activity 0, and the x-intercept of the graph are the same.
Matching Linear
Equations and Materials Needed:
Graphs 1. Attached Handout Titled Grouping Activity Matching Linear Equations and Graphs
Preparation
1. Teacher will need to make enough sets of cards for each class. Included are
enough cards for a class of 30 students. If the class has fewer than 30 students
teachers need to ensure every graph card has a matching equation card.
If there is a class with an odd number of students the teacher will have to be a
partner with a student.
2. There is a variety of difficulty levels on the equation cards, which allows the teacher
to differentiate based on student needs. To increase the difficulty level the equation
cards can be edited to include equations in standard form; make sure both cards in
the set have the new equation.
Implementation
 Distribute a graph card or a solvable equation card to each student.
 Give students a short time to either graph their equation or solve their equation.
 After all students have completed their equation or graph tell them to find the
person in the room who has the same exact equation that they solved or graphed.
UDL Connections
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Learning Experience
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experience help
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UDL Principle I: Provide Multiple Means of Representation
Checkpoint 3.1 Activate or Supply Background Knowledge Information is more
accessible and likely to be assimilated by learners when it is presented in a way that
primes, activates, or provides any pre-requisite knowledge. In this activity students are
activating their prior knowledge of graphing linear equations in slope intercept form and
solving linear equations given a value for a variable.
SMP #5 Use Identify Zeros of Purpose: Students will transfer their knowledge of x-intercepts of linear equations to make
appropriate tools Quadratic connections between the x-intercept(s) of a graph of a quadratic equation and the solution(s)
strategically Functions of the quadratic equation when y = 0. At the end of the activity students will investigate zeros
in real world situations.
SMP #4 Model with
Mathematics Materials Needed:
Finding Zeros of Quadratic Equations notes paper
SMP#2 Reason Graphing Calculators
abstractly and Completion of Previous Activity Grouping Activity Matching Linear Equations and Graphs
quantitatively Where do I start .. Where do I end .. worksheet
Preparation
1. Teacher will need to make enough copies for each class, providing each student
with a copy.
Implementation
This will be a teacher directed activity/notes time period.
1. Once students have found their partners from the previous matching activity have them take a
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Learning Experience
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look at the answer the one partner got when they solved the equation for y =0. Direct the
students to write their solution as an ordered pair and plot it on the graph card. Discuss the
significance of the location of the point and the line drawn.
2. Give all students another linear equation {y = -5x + 10}. Have them graph the equation and
solve it for x when y = 0. Ask, “What do you notice about the ordered pair and graph?”
3. Lead the students to the conclusion that the value they are getting for x in the ordered pair is
the x-intercept of the graph. Explain to students that another word for x-intercept is zero
because the y-value = 0.
4. Have students brainstorm with their partner a definition for the word “zero” in the context of
functions.
5. Pass out the Finding Zeros of Quadratic Equations notes paper and make sure each student
has their own graphing calculator.
6. At the top of the paper students should record the definition they developed for the word
“zero” with their partner. Teacher should circulate to ensure all students have a definition
written down. The teacher should inform students that this is a working definition and that as
they go through the following activity they may modify their definition as they see necessary.
7. As a class, the teacher should model the graphing of the first equation {example 1}.
a) Type the equation into the graphing calculator so the entire class can see the graph on
the board.
b) Ask students what they notice about the graph, how is it different from a linear
function, and how many times it touches the x-axis. Remind students how many
solutions a quadratic equation can have. Ask students how many times this graph
crosses the x-axis.
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c) Ask, “You told me that the graph touches the x-axis two times, so how many zeros
does this equation have?” Remind students zeros are the solution to the equation when
y = 0, thus this quadratic equation has two different solutions that will make the
equation = 0.
d) Using the table function on the calculator have students scroll to find the two solutions
where y = 0.
e) Have students substitute the two solutions into the original equation to see that both
solutions will result in an answer of 0.
f) Lead the students to the algebraic manipulation of the equation by asking “If we did
not have a calculator, how could we have found the zeros?” Tell students to refer back
to their definition of zero {Some should have written that y = 0}. Ask students to share
their thoughts with a partner, and then share as a class to arrive at the idea that y should
equal 0.
g) Have students substitute in “0” for y, and have them solve the equation. {If students are
struggling remind them how they solved quadratic equations in the past}. After
factoring the equation the students should have arrived at the same two solutions they
saw in the table.
h) Have students work with their partner to complete the example 2. Circulate to check
for understanding. When it seems all students have finished ask for a pair to volunteer
to explain how they got their answer. Discuss any questions students have to clarify the
procedures.
i) Have students work with their partner to complete the example 3. Circulate to check
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procedures. Note- this quadratic equation has only one zero. This will be a good time to
remind students that quadratic equations have at most 2 zeros.
j) Students should complete the Partner Practice with their partner. Circulate to answer
any questions.
k) After all students have finished have them reexamine their definition of zero and
rewrite their definition if necessary.
l) Assessment: Give each student the Zeros of Quadratics paper and have them
independently complete each problem.
8. Real World Application of Finding Zeros: Students will utilize factoring, graphing
calculators, and their knowledge of zeros to answer some real world problems.
a) Begin the activity by showing students that zeros have real world applications. Some
examples of this are having a student toss a ball so it hits the ground, launch a popper with
the starting point on the floor, show a video clip of a baseball player hitting a fly ball, etc.
b) Use these example(s) to lead a discussion about how the path these objects are taking is a
parabolic shape and that for most of these objects the starting and ending points are the
zeros.
c) Show students a video clip of a bird diving into some water to catch a fish and taking back
off. Use this example to lead a discussion about how the path of the bird is a parabolic
shape however unlike the previous examples there is only one zero {where the bird
touches the water}.
d) Pass out the Where do I start .. Where do I end .. worksheet. Have students work in
partners to complete the real world problems.
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Learning Experience
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experience help
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Differentiation: Put each problem on an individual page, like the first page that is teacher
directed. When placing students in groups teachers can manipulate partners.
Extension:
1. Give students more complex problems where x2 is negative or instead of factoring students
have to use the quadratic formula to find the zeros.
2. Have students compare and contrast a variety of graphs in order to see begin to visualize
how graphs should look prior to actually graphing them. Students have the misconception
that (x – a)2 = x2 – a2. Utilizing the graphs students can see how these graphs are different,
and how they are the same.
example: y = x2, y = x2 -25, y = x2 + 25 and y = (x – 5)2
UDL Connections
Checkpoint 3.2 : Highlight Patterns, critical features, big ideas, and relationships
One of the big differences between experts and novices in any domain is the facility with which
they distinguish what is critical from what is unimportant or irrelevant. Since experts quickly
recognize the most important features in information, they allocate their time efficiently, quickly
identifying what is valuable and finding the right “hooks” with which to assimilate the most
valuable information into existing knowledge. As a consequence, one of the most effective ways to
make information more accessible is to provide explicit cues or prompts that assist individuals in
attending to those features that matter most while avoiding those that matter least. In the given
activity students are exploring three different methods to find the zeros of a quadratic function. In
the end they are making a connection between factoring the given quadratic, the table, and the
graph all give the same zeros of the function.
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Learning Experience
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experience help
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SMP #5 Use Visually identify Purpose: To make connections between the highest exponent for a function and the possible
appropriate tools the zeros of a number of zeros the function can have.
strategically cubic function
Materials Needed:
SMP #4 Model with Finding Zeros of Given Polynomial Graphs paper
Mathematics
Preparation
SMP#2 Reason 1. Teacher will need to make enough copies for each class, provide each student with a copy.
abstractly and 2. Teachers may wish to create a power point or smart notebook lesson for the end discussion on
quantitatively number of zeros from a given polynomial.
Implementation
1. Give each student a copy of the Finding Zeros of Given Polynomial Graphs. Students will
need to look at each given graph and circle or highlight the zeros for each function. The
objective of this activity is for students to be able to visually identify the zeros on a given
graph.
2. After all students have finished the teacher should go over each graph and ask students
“Where on a graph can we find the zeros of a function?” {Answer: on the x-axis}.
3. Teachers will then have students compare and contrast all the graphs by asking:
a) What similarities do you see in the graphs? {possible answers: continuous, zeros are
on the x-axis, some go up, some go down}
b) What differences do you see in the graph? {many possible answers, teacher focus
should be on the shape of the graphs}
4. Have students go back to the worksheet and compare the given equations for each type of
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graph and the shape of the graph {students should notice that the linear equations are a line,
the quadratic equations make a U or upside down U shape, and the cubic equations makes
an N or an inverted N shape}
5. Help students make the connection between the type of function and number of zeros by
asking:
a) How many zeros the linear graphs had? {answer: 0, or 1}
b) How many zeros the quadratic graphs had? {answers: 0,1, or 2}
c) How many zeros the cubic graphs had? {answers: 1, 2, or 3}
6. From this point the teacher should lead a discussion summarizing:
a) the most zeros a linear function will have is one
b) the most zeros a quadratic function will have is two
c) the most zeros a cubic function can have is three.
7. Assist students in making the connection between the highest exponent and type of function
{1 is linear, 2 is quadratic, and 3 is cubic}.
NOTE: Some students will ask why a cubic cannot have no zeros. This is a good time to look back
at the graphs and see that in a cubic function one end of the graph is increasing and the other is
decreasing so some part of the graph will cross the x-axis at least one time.
EXTENSION (Application): Show students graphs of different types of functions {linear,
quadratic, and cubic} that show real world data and discuss with the students the zeros in the
context of the problems.
UDL Connections
Checkpoint 3.1 Activate or Supply Background Knowledge
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Learning Experience
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experience help
students to develop
Practice?

this experience
address?
Information is more accessible and likely to be assimilated by learners when it is
presented in a way that primes, activates, or provides any pre-requisite knowledge. In this
activity students are activating their prior knowledge of zeros of linear and quadratic
functions and applying it to cubic functions.
SMP#2 Reason How many zeros Purpose: Enhance the connection between the highest exponent in a function and the
abstractly and do I have? corresponding number of possible zeros.
quantitatively
Materials Needed:
How many zeros do I have paper
Preparation
1. Teacher will need to make enough copies for each class, provide each student with a copy.
2. Teacher made warm-up on review of multiplying polynomials. In this lesson some of the
functions will be factored and students will need to know how to multiplying the factors to get the
original function in order to determine the highest exponent.
Implementation
1. Have students complete the warm-up you made on reviewing simplifying exponents. Go over
answers with students and make sure they understand if you are multiplying the bases you
must add the exponents.
2. Pass out the worksheet How many zeros do I have and give students about 5 minutes to work
independently to complete the worksheet.
3. After 5 minutes have students compare their answers with a partner and discuss any they have
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not yet placed or any they have different.
4. Go over the answers with the entire class.
UDL Connections
activity students are activating their prior knowledge of zeros of linear, quadratic, and
cubic functions and applying it to cubic functions.
SMP #5 Use Algebraically Purpose: Using prior knowledge about zeros of quadratic and linear functions students will
appropriate tools Finding Zeros of begin to analyze the graphs, tables, and equations of cubic functions to determine the zeros.
strategically Cubics
Materials Needed:
SMP #4 Model with Finding Zeros of Cubic Equations paper
Mathematics Graphing Calculators
SMP#2 Reason Preparation

abstractly and 1. Teacher will need to make enough copies for each class, provide each student with a copy.
quantitatively
Implementation
1. Distribute the Finding Zeros of Cubic Equations notes paper and make sure each student has
their own graphing calculator.
2. At the top of the paper students should record their definition they developed for the word
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Learning Experience
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“zero”. This was done in a previous lesson. If this lesson was not completed be sure to give
students time to write a definition for zero. Teacher should circulate to ensure all students have a
definition written down. Tell them that as we go through the activity they may modify their
definition as they see necessary.
3. As a class, the teacher should model the graphing of the first equation{example 1}.
a) Type the equation into the graphing calculator so the entire class can see the graph on
the board.
b) Ask students what they notice about the graph, how is it different from a linear function
and a quadratic function, and how many times it touches the x-axis. Remind students
how many solutions a quadratic equation can have. Ask students how many times this
graph crosses the x-axis.
c) Ask, “You told me that the graph touches the x-axis three times, so how many zeros
does this equation have?” Remind students zeros are the solution to the equation when
y = 0, thus this cubic equation has three different solutions that will make the equation
= 0.
d) Using the table function on the calculator have students scroll to find the three
solutions where y = 0.
e) Have students substitute the two solutions into the original equation to see that all three
solutions will result in an answer of 0.
f) Lead the students to the algebraic manipulation of the equation by asking “If we did
not have a calculator, how could we have found the zeros?” Tell students to refer back
to their definition of zero {Some should have written that y = 0}. Ask students to share
their thoughts with a partner, and then share as a class to arrive at the idea that y should
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equal 0.
g) Have students substitute in “0” for y, and have them solve the equation. {If students are
struggling remind them how they solved quadratic equations in the past}. After
factoring the equation the students should have arrived at the same three solutions they
saw in the table.
h) Have students work with their partner to complete the example 2. Circulate to check
procedures.
i) Have students work with their partner to complete the example 3. Circulate to check
procedures.
j) Students should complete the Partner Practice with their partner. Circulate to answer
any questions.
k) After all students have finished have them reexamine their definition of zero and
rewrite their definition if necessary.
4) Assessment: Give each student the Zeros of Cubics paper and have them independently
complete each problem.
UDL Connections
Checkpoint 3.2 : Highlight Patterns, critical features, big ideas, and relationships
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Learning Experience
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experience help
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One of the big differences between experts and novices in any domain is the facility with which
they distinguish what is critical from what is unimportant or irrelevant. Since experts quickly
recognize the most important features in information, they allocate their time efficiently, quickly
identifying what is valuable and finding the right “hooks” with which to assimilate the most
valuable information into existing knowledge. As a consequence, one of the most effective ways to
make information more accessible is to provide explicit cues or prompts that assist individuals in
attending to those features that matter most while avoiding those that matter least. In the given
activity students are exploring three different methods to find the zeros of a cubic function. In the
end they are making a connection between factoring the given cubic, the table, and the graph all
give the same zeros of the function.
Wrapping it up Purpose: Gauge student understanding of their ability to find the zeros of given functions
either through graphing or factoring.
Materials Needed:
Finding Zeros of Functions paper {answer: Zeros are the x-intercepts of the graph!}
Graphing Calculator
Preparation
Implementation
1. Each student should get a copy of the worksheet to work on independently.
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2. At the end of the class period, or the next day, go over the problems with students.
Differentiation: Students can work in pairs or small groups. Before students start solving to find
the zeros you can have them look at the problems and determine the maximum number of zeros
each problem will have.
UDL Connections
activity students are activating their prior knowledge of zeros of linear, quadratic, and
cubic functions to determine the zeros of a function.
Closure Purpose: Evaluate student understanding of finding zeros of linear, quadratic, and cubic
How will functions given the graphs and/or equations.
evidence of
student Materials Needed:
attainment of the Zeros of Polynomial Functions Assessment paper
lesson outcomes Graphing Calculator
be determined?
Preparation
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Supporting Information
Details
Interventions/Enrichments Information about extensions have been placed into each lesson.
 Special Education/Struggling
Learners
 ELL
 Gifted and Talented
Materials See each lesson

Technology See each lesson
Resources Teacher will need to find a video clip of a baseball player hitting a fly ball and a bird diving into
(must be available to all stakeholders) water. All other resources have been included in the lesson plan.
Video with example of finding zeros of a cubic function:

http://mathvids.com/lesson/mathhelp/1850-finding-roots-of-cubic-function
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Quadrilateral Quadratic Quandary
Teacher Directions: Cut apart the nine cards. Shuffle the cards and place them into an envelope. Distribute an envelope to each pair of students.
Student Directions: Factor each quadratic expression. Match the cards to form a 3 3 square.
Possible Differentiation: Limit the cards to the “M”, “A”, “T”, and “H” cards.
3x 2  2 x  1 x 2  15 4 x 2  11x  3
x  4x  4
2 x  12 F 2 x  12 4x  4x  1
2
S x 2  16 I x2  7
x2  9 3x  13x  1 x 2  9 x  20
x  3x  3 9x2  6x  1 x  4x  5
x  4x  3 4 x 2  11x  3 4x  1x  3

x 6
2
U x  x  12
2
T H x2  4
x  4x  5 4 x 2  16 2 x2  5x  3
x 2  9 x  20 2x  42x  4 2x  1x  3
x  3x  3 x  2x  2
4 x 2  16 N x2  6x  9 A x2  4x  4 M 9x2  1
x2  9 2x  1x  3 x 2  16
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Grouping Activity Matching Linear Equations and Graphs
Graph the equation. Solve for x when y = 0.

Y=x+9 Y=x+9

Y = -x + 7 Y = -x + 7
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Y = -3x + 6 Y = -3x + 6

Y = -x -2 Y = -x - 2
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y=3–x Y=3-x

Y = - 7 –x Y=-7-x
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2Y = 4x – 8 2y = 4x - 8

Y = 1/2x – 10 Y = 1/2x - 10
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Y = -2/3x + 3 Y = -2/3x + 3

Y = 6 – x/2 Y = 6 - x/2
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Y = -4x – 1.5 Y = -4x – 1.5

Y= x/5 Y = x/5
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Y = 1/5x + 2 Y = 1/5x + 2

Y =-1/5x + 2 Y = -1/5x + 2
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Y = -1/3x + 9 Y = -1/3x + 9
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Finding Zeros of Quadratic Equations

On the lines below write the definition of zero that you and your partner brainstormed:
Zero:_________________________________________________________________
_________________________________________________
Example 1: Find the zeros of the equation given below:
y  x 9 2
Graph Table
x y
–4
–3
–2
–1
0
1
2
3
4
Algebraically {without using a calculator}
The zeros of this function are ______ and _______.
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y  x2  2 x  8
Graph Table
x y
–4
–3
–2
–1
0
1
2
3
4
The zeros of this function are ______ and _______.
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y  x  6x  9
2
Graph Table
x y
The zero of this function is ______ .
Why does this function only have one zero?
___________________________________________________________
What do you notice about the number of zeros and the number of
solutions?_____________________________________________________________
___________________________________________________
Page 31 of 48
Partner Practice
Find the zeros of each function below.
1. y  x 2  16
2. y  x 2  8 x  16
3. y  2 x 2  4 x  16
4. y   x 2  9
Think about it
Without using a calculator find the zeros of the function below:
y  2x2  x  3
What is a zero of a function?

_____________________________________________________________________
_____________________________________________________________________
Page 32 of 48
Extension Activity
Find the zero of each function below.
1. y  x 2  2 x  2
2. y  x 2  2 x  1
3. y  x 2  2 x  2
Page 33 of 48
Zeros of Quadratics
Find the zeros of each function below. Explain how you got your answer.
1. y  x 2  25
2. y  x 2  6 x  5
3. y  x 2  4 x  4
4. y  x 2  6 x  7
5. y  x 2  12 x  36
Page 34 of 48
Zeros of Quadratics Answer Key

Find the zeros of each function below. Explain how you got your answer.
1. y  x 2  25 {5, -5}
2. y  x 2  6 x  5 {5, 1}
3. y  x 2  4 x  4 {2}
4. y  x 2  6 x  7 {7, -1}
5. y  x 2  12 x  36 {-6}
Page 35 of 48
Where do I start .. Where do I end ..

Task #1
The equation ℎ = −16𝑡 2 + 47t + 3 models the height of a baseball t seconds after it has been hit.
When does the baseball hit the ground? When you solved this problem you got two answers, why
does only the positive answer make sense?
Task# 2
One of the games at the carnival involves trying to ring a bell with a ball by hitting a lever that propels
the ball into the air. The height of the ball is modeled by the equation ℎ = −16𝑡 2 + 39t.
a) If the bell is 14 ft above the ground after how many seconds will it be hit by the ball?
b) If the bell is 25 ft above the ground after how many seconds will it be hit by the ball?
Task# 3
A diver is standing on a platform 24 ft above the pool. He jumps from the platform with an initial
upward velocity of 8ft/s. Use the formula ℎ = −16𝑡 2 + vt + s, where h is his height above the water, t
is the time, v is his initial upward velocity, and s is his starting height. How long will it take for him to
hit the water?
Task #4
The student council wants to purchase a table for the school lobby. The table comes in a variety of
dimensions, but for every table the length is 1 meter greater than twice the width. The equation 𝐴 =
2𝑤 2 + w can be used to model this relationship between the width and area. The student council has
budgeted for table top with an area of exactly 3 square meters. Find the width of the table.
Page 36 of 48
Where do I start .. Where do I end ..

Answer Key
Task #1
The equation ℎ = −16𝑡 2 + 47t + 3 models the height of a baseball t seconds after it has been hit.
When does the baseball hit the ground? When you solved this problem you got two answers, why
does only the positive answer make sense?
3 seconds
Task# 2
One of the games at the carnival involves trying to ring a bell with a ball by hitting a lever that propels
the ball into the air. The height of the ball is modeled by the equation ℎ = −16𝑡 2 + 39t.
If the bell is 14 ft above the ground after how many seconds will it be hit by the ball?
2 seconds, 7/16 seconds
Task# 3
A diver is standing on a platform 24 ft above the pool. He jumps from the platform with an initial
upward velocity of 8ft/s. Use the formula ℎ = −16𝑡 2 + vt + s, where h is his height above the water, t
is the time, v is his initial upward velocity, and s is his starting height. How long will it take for him to
hit the water?
1.5 seconds
Task #4
The student council wants to purchase a table for the school lobby. The table comes in a variety of
dimensions, but for every table the length is 1 meter greater than twice the width. The equation 𝐴 =
2𝑤 2 + w can be used to model this relationship between the width and area. The student council has
budgeted for table top with an area of exactly 3 square meters. Find the width of the table.
Width = 1 meter
Page 37 of 48
Finding Zeros of Given Polynomial Graphs
Directions: Identify the zeros for each polynomial graphed.
1. y  x2 2. y  x  1 3. y  6x  9
4. y  2 5. y 1 6. y9
7. y  x2  4 8. y  x2  x 9. y  2x  3x  3
y  x2  4x  4 y  x  1 y  x2  6x  9
2
10. 11. 12.
Page 38 of 48
13. y  x2  4 14. y   x2  1 15. y  x2  9
16. 
y  x x2  2  17. y   xx  1x  1 18. 
y  x  2 2 x 2  5 x  3 
19. 
y  x x2  4x  4  20. y  x  1x  1
2
21. 
y   x  2 x 2  6 x  9 
22. 
y  x x2  4  23.  
y   x x2 24. 
y  x x2  9 
Page 39 of 48
How many zeros do I have?
Look at the equations given below. Without graphing, factoring, or solving decide which
column each belongs in.
Linear Quadratic Cubic

At most ___ zero At most ___ zeros At most ___ zeros
Y = 3x2 + 7x – 6 y = (x + 4)(x2 + 7x + 9)
Y = (x – 2)(x – 4)(x + 7) y = -4x - 8
Y = 3x + 7 y = (-7x + 1)(3x + 2)
Y = x(x – 2) y = -x2 + 10x - 25
Y = 4x3 – 7x2 + x + 9 y = -8
Y=x+7 y = -8x2 + 7x3
Page 40 of 48
Finding Zeros of Cubic Equations

On the lines below write the definition of zero that you and your partner brainstormed:
Zero:_________________________________________________________________
_________________________________________________
y  x( x  3)( x  3)
Graph Table
x y
-4
-3
-2
-1
0
1
2
3
4
The zeros of this function are ______, ______, and _______.

Page 41 of 48
y  ( x  1)( x 2  2 x  8)
Graph Table
x y
The zeros of this function are ______, ______, and _______.
Page 42 of 48
y  (2 x  4)( x 2  6 x  9)
Graph Table
x y
The zeros of this function are ______ and ______ .
Why does this function only have two zeros?
___________________________________________________________
Page 43 of 48
Partner Practice
Find the zeros of each function below.
1. y  x( x 2  16)
2. y  ( x  1)( x 2  8x  16)
3. y  ( x  6)( x  7)(3x  9)
4. y  ( x  6)( x 2  6 x  9)
Think about it
Without using a calculator find the zeros of the function below:
y  x 3  2 x 2  9 x  18
What are the zeros of a function?

_____________________________________________________________________
___________________________________________________
Page 44 of 48
Page 45 of 48
Finding Zeros of Functions
Directions: Solve the following problems. Match that answer to the correct letter of the alphabet. Enter that letter of the
alphabet on the blank corresponding to the problem number.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ - ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1 5 4 3 9 10 4 5 7 13 5 2 8 16 7 5 4 6 5 12 7 9
___ ___ ___ ___ ___ ___ ___ ___ ___ ___!
3 15 7 13 5 14 4 10 12 13
A B C D E F G
{0, 4} {-4,4} {-4,-1,4} {3, 0, -6} {-3, 0, 6} {-4, -2, 2} {-4,-3,2}
H I J K L M
{-2} {8} {2} {-3, 2} {-3, 0} {-4, 2}
N O P Q R S T
{-3,0,3} {-4, 4} {--3, -2 , 2} {-2} {-3, -1, 2} {-2, 2} {6}
U V W X Y Z
{7} {6, 0} {-4, 1} {0} {-2 , 6} {-7}
Find the zeros:

1. y = x + 7 9. 3x3 + 6x2 -12x -24
2. y = (x + 2)(x – 6) 10. y = -4x(x – 4)2
3. y = x2 – 4 11. y = 3(x-2)(x+2)2
4. y = (x + 1)(x+ 3)(x -2) 12. y = (x-2)(x2 +5x + 6)
5. y = x(x2 – 3x – 18) 13. y = (x + 2)3
6. y = (x + 1)(x2 – 16) 14. y = (2x + 6)(x2 + 2x – 8)
7. y = x – 6 15. y =(x+ 2)(2x2 + 4x – 16)
8. y = x2 + 16x + 64 16. y = 9x(x2 – 9)

Page 46 of 48
Zeros of Polynomial Functions Assessment
Name ___________________________________________________
1. Given the three graphs below, circle the zeros on each graph:
a. b. c.
2. On the coordinate plane given below sketch the graph of a function with zeros {-2, 0, 4}
Page 47 of 48
3. Find the zeros of each given function:

a. 3x + 7 = y
b. (𝒙 − 𝟕)(𝒙 + 𝟕) = 𝒚
c. 𝒙𝟐 + 𝟕𝒙 + 𝟏𝟎 = 𝒚
d. (𝒙 − 𝟒)(𝟐𝒙 + 𝟏)(𝒙 − 𝟑) = 𝒚
e. (𝟑𝒙 − 𝟐)(𝟐𝒙𝟐 − 𝟓𝒙 − 𝟕) = 𝒚
4. Breaking even occurs when the revenue for a business equals the cost. A local zoo studied their costs and
revenues from paid admission. They found that the breakeven time is given by the equation 𝟑𝒉𝟐 − 𝟏𝟐𝒉 −
𝟑𝟔 = 𝟎, where 𝒉 is the number of hours the zoo is open per day. How many hours must the zoo be open per
day to reach the break-even point?
Page 48 of 48

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DRAFT/Algebra I Unit 4/ MSDE Lesson Plan/

Unit Expressions and Equations

Essential Questions/Enduring Enduring Understandings

 Relationships between quantities can be represented symbolically, numerically,

 Relationships can be described and generalizations made for mathematical

 Multiple representations may be used to model a given real world relationship.

 Why is it necessary to follow set rules/procedures/properties when manipulating

Prior Knowledge Needed to Support Factoring of Quadratic Equations

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

SMP#2 Reason Preparation

Which practice(s) does

Which practice(s) does

Which practice(s) does

Which practice(s) does

Materials See each lesson

Video with example of finding zeros of a cubic function:

x  3x  3 9x2  6x  1 x  4x  5

x  4x  3 4 x 2  11x  3 4x  1x  3

x 2  9 x  20 2x  42x  4 2x  1x  3

Grouping Activity Matching Linear Equations and Graphs

Graph the equation. Solve for x when y = 0.

Graph the equation. Solve for x when y = 0.

Graph the equation. Solve for x when y = 0.

Graph the equation. Solve for x when y = 0.

Graph the equation. Solve for x when y = 0.

Graph the equation. Solve for x when y = 0.

Graph the equation. Solve for x when y = 0.

Graph the equation. Solve for x when y = 0.

Graph the equation. Solve for x when y = 0.

Finding Zeros of Quadratic Equations

Example 1: Find the zeros of the equation given below:

Algebraically {without using a calculator}

The zeros of this function are ______ and _______.

Algebraically {without using a calculator}

The zeros of this function are ______ and _______.

Algebraically {without using a calculator}

The zero of this function is ______ .

Why does this function only have one zero?

Find the zeros of each function below.

Without using a calculator find the zeros of the function below:

What is a zero of a function?

Find the zero of each function below.

Zeros of Quadratics Answer Key

Where do I start .. Where do I end ..

Where do I start .. Where do I end ..

Finding Zeros of Given Polynomial Graphs

Directions: Identify the zeros for each polynomial graphed.

13. y  x2  4 14. y   x2  1 15. y  x2  9

How many zeros do I have?

Linear Quadratic Cubic

Y = (x – 2)(x – 4)(x + 7) y = -4x - 8

Y = x(x – 2) y = -x2 + 10x - 25

The zeros of this function are and _.

The zeros of this function are and _.

The zeros of this function are , , and ___.

The zeros of this function are , , and ___.

The zeros of this function are and .