Mississippi Math FA.F.29
The Standard
Solve quadratic equations in standard form by factoring, graphing, using tables, and the Quadratic Formula. Know when the Quadratic Formula might yield complex solutions and the location of the solutions in relation to the x-axis. Know suitable alternatives for the terminology “solution of a quadratic” and when each is appropriate to use.
2025 Mississippi College- and Career-Readiness Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students solve quadratic equations by factoring, using a graph or table, and using the Quadratic Formula. They predict whether the graph crosses, touches, or misses the x-axis. They use the terms solutions, roots, zeros, and x-intercepts correctly.
What Mastery Looks Like
- For x²−4x−5=0, students find −1 and 5 by factoring and confirm them on a graph or table. For x²+2x+2=0, they use the formula to get −1±i and explain why the graph has no x-intercepts. They name roots or zeros as numbers, but x-intercepts as points.
Common Misconceptions
- Students may think a table with no exact zero proves there are no real solutions. They may say a graph with no x-intercepts has no solutions, overlooking complex solutions. Some confuse an x-intercept, such as (5, 0), with its x-value, 5.
How to Assess It
- Exit ticket: Solve x²−4x+3=0 by factoring and check your answers in a table. Then use the Quadratic Formula for x²+2x+2=0 and explain whether its graph has x-intercepts.
Lesson moves
Ways to Teach It
On graph paper, plot y=x²−4x+3 from a table of values, then circle where the curve meets the x-axis.
Ask: Why are 1 and 3 zeros of x²−4x+3, while (1, 0) and (3, 0) are x-intercepts?
Give pairs equation cards and answer cards; students factor or use the Quadratic Formula to find each match.
Use h(t)=−5t²+20t+1 for a thrown ball; find when it hits the ground and explain why negative time is rejected.
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