Nancy

Neff
February 17, 2015
9th grade Mathematics/Algebra I

Find the Zeros of a Function
Standard
HS.ASSE.B.3. Choose and produce an equivalent form of an expression to reveal and
explain properties of the quantity represented by the expression.
a.) Factor a quadratic expression to reveal the zeros of the function it defines.
Objective
The students will apply the procedures for factoring a quadratic expression to two
binomials by solving for the xintercepts of the function and its graph.
Anticipatory Set
Bellwork
Think back to last weeks lesson on using the FOIL method in reverse to factor a quadratic
expression.
1. What does each letter of the FOIL method stand for?
Front
Opposite
Inner
Last
2. Apply FOIL Method in reverse to the following functions.
a.) +8x+15

I will ask one student to write their answer on the board for the first question and we will
discuss the method briefly. Then another student writes their answer to the second

question by putting it on the board. I will go through the FOIL method and multiply out the
two equations, (x+3) (x+5), to get the original function.
I Do:
During this part of the lesson, the students are taking notes, listening attentively, and
participating when asked and I am lecturing.
From the bellwork, you recalled how we used the FOIL method and what the acronym
stands for. Why are we breaking down the quadratic equation into two different linear
models? Usually, when we want to graph a linear equation, we create a table and choose
input for the x variable and we receive an output y value. For quadratic equations we use
the xintercepts to create a graph and this is what we will be doing today.
We are looking for key information to graph a quadratic function, first let me show you an
example of a typical graph. This U shape line is called a parabola. Repeat after me,
Parabola. The function represented here is +4x21. How do I know this is the correct
graphical representation of this function?
1. I used our FOIL method in reverse to break up our function.
a.) What two numbers multiply to be 21 and add up to be 4?
b.) List the multiples of 21. (Remember that we can use negative and positive
numbers.)
c.) (x+7)(x3)
2. I check that my two equations multiply to be my original equation using the
distributive property. I use the FOIL method, to multiply out the two equations to
get: x^23x+7x21. Then I simplify and compare my answer to the original function
for accuracy.

3. I made the equations output equal to zero. In other words, I made the yvalue zero.
X+7=0 x3=0

4. Then I solved for x by moving the number of each equation to the zero side.
X=7 X=3
This information can be rewritten as ordered pairs (7,0) (3,0).

5. Create a graph the function with the given two points. Note that the graph I have
projected has the parabola going these two key points.

I will check for understanding by asking students about key steps:
Why did I make the factor equations equal to zero?
What do these two points represent on the graph of the function?

*Then I will model two more problems and ask students to volunteer the next step while I
perform the calculations. If students are grasping the concept after the third problem we
will move on to the We Do part of the lesson. If not, we will work on one more equation
where I ask students to point out which part of the process they are having difficulty in
understanding.
We Do:
Now, together we will graph these two functions
intercepts found with the reverse FOIL method.

2x15 and

+ 12x + 36 using the x

I will have the class walk me through the process completely for each function while I
prompt and cue them.
I will check for understanding by asking them:

How do I know that the two equations I have truly represent the original function?
What is the next step?
How do I write my xintercepts as an ordered pair?

You Do:
You will work with your elbow partner and match each function with its graph using the x
intercepts you will find for each function. Each of you must take turns solving one problem
on the worksheet and you must demonstrate all the steps I modeled. Then, I want you to
explain how you got the answer to your partner. The other partner listens and reviews
your answer. Please reference your notes for questions on the process and if your group
still has a question, please raise your hand. You will have 15 minutes to complete the
assignment and when you hear me say, Easy as? You will respond in unison, pie! and we
will go over all the answers together.
I will check for understanding by asking students questions about the directions for this
activity:

Who will you work with?

How is the worksheet completed?
What way do I want you to write your answers?
How long do you have?

I will walk around the class while the students work with a partner and I will address
questions and check that students are on task. Together as a class we will review the
students answers and I will ask them how they arrived at the answer with their partner. I
will reinforce the steps taken to solve the function by addressing the keys steps every time.

The students job will be to convince me that their answer is the correct one with their
written work and their logic. Afterwards, I will collect the group work and then pass out
the homework worksheet.
Extended (Independent) Practice:
Here are ten questions I want you to complete on your own by tomorrow. Use your notes
to complete the assignment and make sure to show all the steps I showed you in class. If
you are unable to complete a certain question, write down a specific question that you have
about it so I can clarify it.
The homework will be similar to the group work but it will also have students practice the
FOIL method for distribution to reinforce previous learning that is necessary to the lesson
objective.

Closure
In your math journal, I want you to answer in complete sentences, the following
questions.
1. List the key steps for finding the zeros of a function.
2. Why are they important for graphing the function?
The students will have a math journal that we have made in class where they write their
closure and bell work almost every day. The students will spend five minutes writing a
response to each question. Then I will ask for volunteers to provide answers for the
questions and I will quote and praise them for correct answers and help them reword
their answer for incorrect responses.
Materials

Group work worksheet

Powerpoint
Name sticks
Homework sheet

Assessment
Factor and find the xintercepts for 15.
1.
2.

+ 7x 18
+ 9x + 18

3.
4.
5.

13x + 36
+ 3x 40
2x 35

Graph the function and mark the xintercepts.

7.

8. Identify the xintercepts and write them as an ordered pair.

9.