Florida B.E.S.T. MA.912.AR.3.10
The Standard
Given a mathematical or real-world context, graph the solution set to a two-variable quadratic inequality.
Florida B.E.S.T. Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students turn the related quadratic equation into a boundary parabola and graph it using features such as the vertex and intercepts. They choose a solid or dashed boundary, test a point, and shade every ordered pair that satisfies the inequality.
What Mastery Looks Like
- Students graph the boundary parabola accurately and choose a solid or dashed curve from the inequality symbol. They test a point, shade the correct region, and explain whether a given point is a solution.
Common Misconceptions
- Students may shade according to the parabola’s opening rather than testing a point. They may also use a solid boundary for < or >, or a dashed boundary for ≤ or ≥. Some graph the boundary inaccurately because they misidentify the vertex or intercepts.
How to Assess It
- Give students y > x² - 4x + 3. Ask them to graph the boundary, shade the solution region, and verify their shading with one test point.
Lesson moves
Ways to Teach It
Use string and tape to mark a parabola on the floor, then place labeled coordinate cards inside or outside the solution region.
Ask students to explain why testing (0, 0) works for some inequalities but fails when that point lies on the boundary.
Play Match the Graph with cards showing quadratic inequalities, boundary styles, shaded graphs, and test-point calculations.
Model a basketball shot’s safe path with a quadratic inequality, then graph the region where the ball stays above a defender’s reach.
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Printable MA.912.AR.3.10 Worksheet
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