PUSD Math News – Math II

Module 3: Quadratic Equations

Module 3 Overview – Quadratic Scan the QR code below to take you

Equations
(Standards: N.RN.1, N.RN.2, N.RN.3, N.CN.1,
N.CN.2, N.CN.7, N.CN.8, N.CN.9, F.IF.8, A.APR.1,
A.SSE.3c, A.REI.4, A.REI.7, A.CED.4)
Student and Teacher materials can be found at
Mathematics Vision Project
http://www.mathematicsvisionproject.org/
(Curriculum>Secondary Mathematics
Two>Module 3: Quadratic Equations)
directly to the PUSD Secondary Math
Resources webpage for
Mathematics 2, Module 3: Quadratic
Equations
You will find the student text, this
newsletter, standards for the module,
homework help video links and more!

Students recognize that real world scenarios such as

bacterial growth, interest, and football can often be
described by equations that involve constraints on
the defined variables based on real world conditions.
They extend the properties of exponents to rational
exponents and use properties of rational and
irrational numbers. Students use the complex
number system to perform arithmetic operations,
represent complex numbers and their operations on
the complex plane, and use complex numbers in
polynomial identities and equations. Students
analyze functions using different representations Vocabulary and Major Mathematical
and write expressions in equivalent forms to solve Concepts
problems. They create equations that describe
numbers or relationships and understand solving
Additive pattern – a pattern that results when
equations as a process of reasoning and explain
their reasoning. the same constant is added to each term to get
the next consecutive term, also called an
In Module students continue to gain proficiency in arithmetic sequence (example: 3, 6, 9, 12,…).
the Standards for Mathematical Practice.
Students will make sense of problems and preserve Arithmetic mean – computed as the sum of all
in solving them, MP1, when they choose the best the numbers in a series divided by the count of
function for a particular real world scenario (MP4) all numbers in the series, commonly referred to
and evaluate the function for a given value. as simply “mean” or “arithmetic average.”
Reasoning abstractly and quantitatively, MP2, will
occur when students use completing the square to Coefficient – a number or symbol multiplied by
derive the quadratic formula and also complete the a variable or an unknown quantity in an
square to find the vertex of a quadratic function. As algebraic term (example: In the expression
students justify their reasoning they will construct 4x2 - 2x + 3, the numbers 4 and 2 are both
viable arguments and have the opportunity to coefficients).
critique the reasoning of others, MP3. Students will
attend to precision, MP6 when solving quadratic Completing the square – the process of
equations. rewriting a quadratic equation so that it contains
a perfect square trinomial.
 PUSD Math News – Math II
Module 3: Quadratic Equations

Complex number – a number that can be
expressed in the form a + bi, where a and b are
real numbers and i is the imaginary unit, that
satisfies the equation i2 = -1 (see diagram under
Number Sets).
Irrational number – any real number that
cannot be expressed as a ratio of integers.
Irrational numbers cannot be represented as
terminating or repeating decimals (see diagram
under Number Sets).

Conjugate of a complex number – the complex Line of symmetry – in a parabola it is the line
conjugate of a + bi is a – bi, and similarly the that passes through the vertex, dividing a
complex conjugate of a – bi is a + bi. In this unit parabola in half.
the complex conjugate is used as a multiplier to
rewrite a rational expression so that the
denominator is no longer complex (honors
course only).

Discriminant – the expression that appears

under the square root (radical) sign in the
quadratic formula. The discriminant tells the
nature of the roots of a quadratic equation.

Equivalent – equal in value and meaning. Image - http://hotmath.com/hotmath_help/topics/axis-of-symmetry-of-

a-parabola.html

Exponential form – any expression that

contains an exponent (see also rational Matrices – a rectangular array of numbers,
exponent). symbols or expressions. In this unit matrices are
used to solve a system of three equations with 3
Factored form (intercept form) of a quadratic variables (honors course only).
function – the form y = a(x - p)(x - q) where the
Modulus of a complex number – the absolute
x-intercepts of the graph are p and q and the axis
value of a complex number a + bi, defined as the
of symmetry is halfway between (p, 0) and (q, 0) .
distance between the origin (0, 0) and the point
(a, b) in the complex plane (honors course
Geometric mean – in mathematics, the only).
geometric mean is a type of mean or average,
which indicates the central tendency or typical
value of a set of numbers by using the product of
their values (as opposed to the arithmetic mean
which uses their sum).

Integer – a number in the in the set

{...,-3,-2,-1, 0,1, 2,3,...} (see diagram under
Image - https://en.wikipedia.org/wiki/Complex_number
Number Sets).
Multiplicative pattern – a pattern that results
when each term is multiplied by the same value
to get the next consecutive term, also called a
geometric sequence (example: 3, 6, 12, 24,…).
 PUSD Math News – Math II
Module 3: Quadratic Equations
Number Sets
Image - http://thinkzone.wlonk.com/Numbers/NumberSets.htm
Pure imaginary number – a complex number of
the form a + bi where a is 0 and i = -1 . For
example: 0 + 2i would simply be written as 2i
(see diagram under Number Sets).
Quadratic formula – a formula used to find the
roots of quadratic equations (polynomial
equations with a degree of 2). In this unit the
quadratic formula is derived from standard form
of a quadratic equation using completing the
square.
Quadratic inequality – an inequality in two
variables, where the solution set is a group of
points either in the interior of the parabola
boundary or in the exterior of the parabola
boundary (honors course only).
In the following examples the solution set is all
points in the shaded region:
Radical expression – any expression containing
a radical ( ) . Although it is often referred to as
a “square root” symbol it is not limited to
describing a square root, it is used to describe a
cube root ( 3 ) , a fourth root ( 4 ) and so on.
Radical form – any expression containing a
radical. Any radical can also be expressed as a
rational exponent, see rational exponent below.
1
For example (x - 4) = 3 x - 4 .
3
Image - https://www.mathsisfun.com/definitions/radical.html
Rational exponent – generally seen as an
exponent written as a fraction, the rational
exponent represents an integer exponent and an
nth root. The root is found in the denominator
and the integer exponent is found in the
2
numerator. For example (8) = ( 3 8 )2 .
3
Image - http://math.tutorcircle.com/precalculus/rational-
exponents.html
Rational number – any number that can be
p
written as the quotient or fraction of two
q
integers, p and q, with the denominator q not
equal to zero (see diagram under Number Sets).
Real number – any number that is rational or
irrational (see diagram under Number Sets).
 PUSD Math News – Math II
Module 3: Quadratic Equations
Root(s) of a polynomial – the value(s) of the
variable that cause the polynomial to equal zero.
These are also called the zeros of the polynomial
as they are x-values of the point(s) where the
graph of the polynomial intersects the x-axis, if
the roots are real. Roots can be real or imaginary.
Standard form for a quadratic function - a
function written in the form y = ax 2 + bx + c
where a ¹ 0 (Example: y = 3x + 5x + 2 ).
2 https://goo.gl/hy059k
Vertex - for a quadratic function, the vertex is
either the lowest point (minimum) of a parabola
that opens up or the highest point (maximum) of
a parabola that opens down.
Vertex form of a quadratic function – the form
y = a(x - h)2 + k where the vertex of the graph is
(h, k) and the axis of symmetry is x = h .
Whole number – includes the counting
numbers, plus zero. It is a whole, non-negative
number (see diagram under Number Sets).
X-intercept - the point where a graph crosses or
touches the x-axis on a coordinate plane.
Y-intercept - the point where a graph crosses or
touches the y-axis on a coordinate plane.
Main Topics
Section in student text – Task done in class
Related Homework Help Videos
3.1 – Examining values of continuous
exponential functions between integers
Introduction to rational exponents
Using properties of exponents to simplify
exponential expressions
https://goo.gl/e826FG
3.2 – Connecting radicals and rules of
exponents to create meaning for rational
exponents
Simplifying radical expressions
https://goo.gl/6FV3fT
Finding geometric mean
http://goo.gl/pF7O3Q
3.3 – Verifying that properties of exponents
hold true for rational exponents
Using properties of exponents
https://goo.gl/e826FG
3.4 – Becoming fluent converting between
exponential and radical forms of expressions
How to rewrite a radical expression as an
exponential expression
https://goo.gl/N8EPRF
 PUSD Math News – Math II
Module 3: Quadratic Equations
3.5 – Developing the Quadratic Formula as a
way for finding x-intercepts and roots of
quadratic functions
Deriving the Quadratic Formula
http://goo.gl/xTwYre
Solving a quadratic equation using the quadratic
formula
http://goo.gl/z2RUfK
3.6 – Examining how different forms of a
quadratic expression can facilitate the
solving of quadratic equations
Factoring quadratic expressions when a=1
https://goo.gl/XwZbNc
Factoring out a common factor
https://goo.gl/NA7DnK
3.7 – Building fluency with solving of
quadratic equations
Solve quadratic equations by completing the
square
https://goo.gl/W2nnxv
Solve quadratic equations by factoring
https://goo.gl/HYgSRt
Solve quadratic equations by using the quadratic
formula
https://goo.gl/vZRQzg
3.8 – Surfacing the need for complex numbers
as solutions for some quadratic equations
How to solve a quadratic equation with complex
roots
https://goo.gl/3aGIio
Complex number system
http://goo.gl/GBFhW5
3.9 – Extending the real and complex number
systems
Simplifying radical expressions
https://goo.gl/5VG4AI
Discriminant as a way to describe the nature of
solutions
https://goo.gl/nYwPNW
3.10 – Examining the arithmetic of real and
complex numbers
See tutorials from previous sections on the
complex number system, solving quadratic
equations and simplifying radicals
3.11 – Solving Quadratic Inequalities
What is a quadratic inequality?
http://goo.gl/ZTSseb
Writing quadratics in vertex form
https://goo.gl/KGhgNo
 PUSD Math News – Math II
Module 3: Quadratic Equations

3.12 H – Representing the arithmetic of

complex numbers on the complex plane

Adding and subtracting complex numbers

https://goo.gl/7MkYuJ

Multiplying and dividing complex numbers

https://goo.gl/xfWGx5

3.13H – Solving systems of equations using

inverse matrices

Solving 3x3 systems using matrices

https://goo.gl/WMOn8R