NY Next Generation Math AI-F.IF.8.a
The Standard
For a quadratic function, use an algebraic process to find zeros, maxima, minima, and symmetry of the graph, and interpret these in terms of context.
New York State Next Generation Mathematics Learning Standards · Analyze functions using different representations.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use Algebra I processes such as factoring, completing the square, the quadratic formula, and the axis of symmetry to analyze a quadratic function. They interpret zeros, maxima or minima, and symmetry in context.
What Mastery Looks Like
- The student finds exact or appropriate approximate features and connects them to the graph. Contextual interpretations name quantities, units, and whether each result is meaningful.
Common Misconceptions
- Students may confuse the vertex's x-coordinate with its y-value or report both zeros when only one fits the context. They may find features algebraically without explaining their meaning.
How to Assess It
- For h(t) equals negative 16t squared plus 48t plus 4, ask students to find and interpret the maximum, symmetry, and physically meaningful zero.
Lesson moves
Ways to Teach It
Fold a parabola graph along its axis, then connect symmetric points to algebraic forms and zeros.
Ask students which algebraic process most directly reveals each quadratic feature and why.
Play feature-method match with quadratic models, zeros, vertices, axes, and appropriate algebraic processes.
Analyze a projectile, profit, or area model and interpret its zeros and extremum with units.
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Printable AI-F.IF.8.a Worksheet
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