Florida B.E.S.T. MA.912.AR.3.8
The Standard
Solve and graph mathematical and real-world problems that are modeled with quadratic functions. Interpret key features and determine constraints in terms of the context.
Florida B.E.S.T. Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use quadratic equations and graphs to answer questions about a situation. They find and explain zeros, the vertex, maximum or minimum values, and reasonable domain and range.
What Mastery Looks Like
- Given a quadratic model, a student can sketch an accurate graph and calculate the vertex and relevant intercepts. The student labels units and rejects answers outside the situation’s limits.
Common Misconceptions
- Students may report both algebraic roots even when a negative time or length is impossible. They often confuse the vertex’s coordinates or use the whole parabola instead of the feasible interval.
How to Assess It
- Exit ticket: A ball’s height is h(t) = -16t² + 64t. Sketch the graph, find its maximum height and landing time, then state the practical domain and range.
Lesson moves
Ways to Teach It
Roll a ball down a ramp, record distance over time, plot the data, and fit a quadratic model using graphing software.
Ask students to explain what the vertex and zeros mean for the height of a launched object.
Play a matching game with cards showing quadratic equations, graphs, vertices, zeros, domains, and situation descriptions.
Model the profit from selling tickets, then identify the ticket price that gives the maximum profit and any realistic price limits.
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