Mississippi Math A-APR.3
The Standard
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 (limit to 1st-and 2nd-degree polynomials).
2025 Mississippi College- and Career-Readiness Standards for Mathematics · Understand the Relationship Between Zeros and Factors of Polynomials
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students set each factor equal to zero to find where a line or parabola meets the x-axis. They plot those zeros, find another point, and sketch the graph. A repeated zero tells them the graph touches the axis instead of crossing it.
What Mastery Looks Like
- Given y=(x-2)(x+4), a student marks (-4,0) and (2,0), finds (0,-8), and sketches an upward-opening parabola. Given y=3(x-2), they mark (2,0) and use another point to draw the line.
Common Misconceptions
- Students may say x+4 gives a zero of 4 instead of -4. They may plot zeros on the y-axis or draw a parabola crossing at a repeated zero.
How to Assess It
- Exit ticket: For y=(x-2)(x+4), list the zeros and sketch the graph. Label both x-intercepts and the y-intercept.
Lesson moves
Ways to Teach It
On graph paper, mark the zeros of y=(x-2)(x+4), calculate three more points, and sketch the parabola.
Ask students to sketch y=(x-3)² and write why its graph touches the x-axis at 3.
Give pairs cards labeled x-2, x+4, and x+1; have them draw one or two and sketch the resulting line or parabola.
Model a tossed ball with h(t)=-(t-2)(t+1); graph its height from t=0 to t=2 and mark when it lands.
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