Montana Math MT.CORE.ALG.QUAD.2
The Standard
Represent quadratic functions using tables, graphs, equations, and verbal situations, while using technology strategically. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.
2026 Montana Mathematics Content Standards · Algebraic and Functional Reasoning
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students turn a situation into a quadratic equation, table, and graph. They explain what the starting value, peak, and intercepts mean in that situation. They use a graphing tool to check that the forms agree.
What Mastery Looks Like
- Given a ball's height at several times, a student can make a table, sketch the curved graph, and write an equation that fits. They can identify when the ball reaches its greatest height and explain what happens after it lands.
Common Misconceptions
- Students may draw a straight line through the table values or expect height to change by the same amount each second. They may mistake the peak for the landing point or use the model after it predicts a negative height.
How to Assess It
- Exit ticket: A shot's height is h(t) = -4t² + 4t + 2 meters after t seconds. Make a table for t = 0, 0.5, 1, sketch the graph, and describe the peak in one sentence.
Lesson moves
Ways to Teach It
Record a foam ball toss in slow motion beside a taped meter stick; pause at five equal time steps and plot its height.
Ask students: If a rectangular garden has 20 meters of fencing, why does its area rise and then fall as its width increases?
Give teams cards for h(t) = -4t² + 4t + 2, three height values, a graph, and a shot story; match and check on Desmos.
Graph h(t) = -4t² + 4t + 2 for a hypothetical Little Big Horn College basketball shot; find when the ball reaches its highest point.
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Printable MT.CORE.ALG.QUAD.2 Worksheet
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