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A2-F-1-5

Page history last edited by martinl@pryorschools.org 6 years, 2 months ago

A2.F.1.5 Analyze the graph of a polynomial function by identifying the domain, range, intercepts, zeros, relative maxima, relative minima, and intervals of increase and decrease.

In a Nutshell

Students will be able to identify and analyze critical points and characteristics of a polynomial function given an equation or a graph.

Student Actions	Teacher Actions
Students will conjecture and form generalizations about polynomial functions by visually identifying and interpreting the critical points and key characteristics of polynomial functions given a graph, table or equations. Students will develop a deep conceptual understanding of the meaning of each key characteristic in a polynomial in the context of a real world problem.	Provide tasks where students will engage a variety of real-world problems which allow them to practice identifying properties of polynomial functions. Implement tasks that promote reasoning and problem solving as students collaborate to identify and interpret properties of a polynomial given a task (ie. graph, equation, or table) Support productive struggle as students grapple with polynomials by providing tasks that describe a polynomial function and require students to develop the function that satisfies the conditions. (this may include the use of technology) Pose purposeful questions that provide students with a variety of tasks and allow them to choose their best method of identifying the properties of a polynomial. Allow time for students to collaborate and defend their paths and findings.
Key Understandings	Misconceptions
Understand the vocabulary necessary for polynomial functions. Correctly identify domain and range. Locate and identify intercepts and zeros and be able to explain the relationship between x-intercepts and zeros. Locate and identify relative maxima and minima. Locate and identify intervals of increase and decrease.	Students misidentify domain and range. Students confuse x-intercepts and zeros as being different Students misidentify maxima and minima. Students confuse intervals of increase and decrease.