Polynomial Functions Unit Learning Targets

Students will be able to identify independent and dependent variables and domain
and range in polynomial situations, as well as model the situations with tables,
graphs, and rules, and describe the pattern in the table (both the pattern and the
number that shows up).
Students will be able to identify the degree of a polynomial in both factored and
simplified form, and use it to identify the potential number of local max/mins, xintercepts, and number of possible solutions, as well as describe the general shape
and end behavior of a polynomials growth (in combination with the leading
coefficient).
Students will be able to find the x-intercepts given any polynomial rule in
factored form, as well as distribute rules into simplified form.
Students will be able to write a polynomial rule in factored form given a degree
n and the x-intercepts.
Students will be able to write out the calculation steps for a given rule, write the
inverse rule or identify when the inverse rule is not possible, and invert and solve
root functions.

Title of Unit
Polynomial Functions
Grade Level
th

10 Grade
Curriculum Area
Algebra
Time Frame
Approximately 10 assignments, approximately 4-6 weeks
Developed By
Isaac Frank

Identify Desired Results (Stage 1)

Content Standards
High School: Algebra
SSE.A.1.A: Interpret parts of an expression, such as terms, factors, and coefficients.
SSE.A.2: Use the structure of an expression to identify ways to rewrite it.
SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
APR.B.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
CED.A.1: Create equations and inequalities in one variable and use them to solve problems.
High School: Functions
IF.A.1: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of context.
IF.B.1: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of
the relationship.
IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
IF.C.7.A: Graph linear and quadratic functions and show intercepts, maxima, and minima.
IF.C.7.C: Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
IF.C.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
BF.A.1: Write a function that describes a relationship between two quantities.
BF.B.4: Find inverse functions.
BF.B.4.A: Solve an equation of the form f(x)=c for a simple function f that has an inverse and write an expression for the inverse.
Standards for Mathematical Practice
CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4: Model with mathematics.
CCSS.MATH.PRACTICE.MP6: Attend to precision.
CCSS.MATH.PRACTICE.MP7: Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8: Look for and express regularity in repeated reasoning.

Understandings
Essential Questions
Overarching Understanding
Overarching
Topical

Students will understand how the coefficients and constants in a polynomial rule (in factored form, primarily) affect the graph of the rule
Students will understand when an inverse can be found for a polynomial and when one cannot be found
Students will understand how to describe what a graph looks like based on the factored form of the rule
Students will understand how the degree of the polynomial rule affects the graph and table
What does the graph of this polynomial look like?
What is causing it to look that way?
How can I solve this polynomial?
What is the domain/range of this function?
What is the end behavior of this function?
How many local max/mins are there/can there be?
How many x-intercepts are there/can there be?
Why can/cant we find the invers of this function?
What numbers need to go in the rest of the rule to fulfill the given criteria?
Related Misconceptions

Students may just apply the math from quadratics to polynomials with higher degrees without realizing that different math may apply.
Students may also try to use the process we used to get quadratics into vertex form and end up turning a different degree polynomial into a
quadratic.

Objectives
Knowledge
Students will know

Skills
Students will be able to
How the coefficients/constants in a rule affect the graphs and tables of polynomial
How to identify the degree of a polynomial
How to simplify polynomial rules
When and how to inverse polynomial rules
When it is and is not possible to invert polynomial rules
Model a cubic situation

Describe patterns, relationships, and characteristics of tables and graphs of polynomials

Simplify polynomial rules
Create polynomial rules to fulfill given criteria
Identify the domain and range of polynomial functions
Solve polynomial equations using the inverse (when possible)
Recognize when it is not possible to invert a polynomial equation and explain why

Assessment Evidence (Stage 2)

Performance Task Description
Goal
Assess the students: ability to identify the x- and y-intercepts based on a rule in factored form; understanding of the degree of polynomials;
comprehension of end behavior of polynomials; ability to sketch a graph based on a rule; understanding of when and it is possible/impossible
to find an inverse of a polynomial; understanding of the coefficients in a polynomial rule, and how they affect the graph and table of the rule;
ability to write a rule that satisfies given criteria; ability to solve a polynomial using the inverse; ability to simplify a polynomial;
understanding of domain and range of a polynomial
Role
End of unit test
Audience
Myself, Craig Huhn (mentor teacher)
Situation
Summative unit exam (taken during regular class period)
Product/Performance
Test
Standards
SSE.A.1.A: Interpret parts of an expression, such as terms, factors, and coefficients.
SSE.A.2: Use the structure of an expression to identify ways to rewrite it.
SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
CED.A.1: Create equations and inequalities in one variable and use them to solve problems.
IF.B.1: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of
the relationship.
IF.C.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
BF.B.4: Find inverse functions.
BF.B.4.A: Solve an equation of the form f(x)=c for a simple function f that has an inverse and write an expression for the inverse.

Other Evidence

Learning Plan (Stage 3)

Concept in Unit
Properties of
Cubing

Lesson Topic
Introducing
cubing using
volume

SWBAT model a cubic

situation (volume)

Properties of
cubic
functions

SWBAT describe
patterns, relationships,
and characteristics of the
tables and graphs of
(two) cubic functions.

Properties of
cubic
functions

SWBAT describe
patterns, relationships,
and characteristics cubic
functions

Simplifying/creating Simplifying
rules
polynomial
rules

Characteristics of
polynomials

Lesson Learning
Objective

SWBAT simplify
polynomial rules

Description of how lesson

contributes to unit-level
objectives
This lesson has students modeling
a cubic situation by making boxes
with different dimensions using
regular sheets of copier paper.
This lesson has students evaluating
three linear rules and their
combined cubic product for
multiple x values, making tables
and graphs of the equations,
simplifying the cubic rule, and
comparing significant features of
linears and cubics.
This lesson has students recapping
the properties and characteristics of
cubic functions, and building the
understanding of important
features.
This lesson has simplifying
polynomial rules of degree 3, 4, 5,
and 6.

Assessment activities
Assignment (Making Rectangular
Containers), small group work, class
discussion on assignment
Table, graph, Writing a rule
Assignment (Product of Three Lines),
small group work, class discussion on
assignment
Table, graph, descriptions of patterns in
both
Simplified rules
Assignment (Cubic Functions Recap),
small group work, class discussion on
assignment
Descriptions of properties and
functions
Assignment (Simplifying Rules), small
group work, class discussion on
assignment
Simplified rules
Assignment (Making Polynomial
Rules), small group work, class
discussion on assignment
Created rules

Creating
polynomial
rules

SWBAT create
polynomial rules that
fulfill given criteria

This lesson has students create

rules with given characteristics (or
explain why it is not possible), as
well as complete rules in factored
form so that they fulfill given
requirements.

X-intercepts
of
polynomials

SWBAT describe the

tables and graphs of
polynomial functions
based on rules in factored
form

This lesson has students describe

the characteristics of tables of
graphs of polynomials of degree 3
4, and 5.

Assignment (Focus on x-intercepts),

small group work, class discussion on
assignment
Descriptions of characteristics

Domain and
Range of
polynomials

SWBAT identify the

domain and range of
polynomial functions

This lesson has students both

giving examples of functions with
a given domain or range, as well as
giving the domain or range of

Assignment (Domain and Range),

small group work, class discussion on
assignment

Both Craig and I will assess much of the evidence of student learning in day-to-day interactions and conversations with students, as well as
class discussions. We will also use warm-ups to quickly check where students are at with their understanding of learning targets, as well as
possible giving one or two quizzes. At the end of the unit, students will also get credit for the day-to-day work they have been doing on the
tasks we have handed out by handing in their unit packet.

Polynomial Functions Unit Test

Name ________________________
Make sure to show all of your work and explain completely. Answer every question, and be sure not to spend
too much time on one problem. Feel free to skip around, but make sure you attempt all problems. If you get
done before the time is up, use your calculator to verify or check your answers.
1)

Answer the following questions about f(x) = -7(x 5)(x + 2)(x 1.3)(x 100)(x + 4).
a.

Identify the x-intercepts, and explain how you knew what they were without searching in the table.

b.

Identify the y-intercept and explain how you got it.

c.

What degree is this polynomial, and how do you know?

d. What does the right end of this graph look/behave like? How do you know based just on the rule?

e. What does the left end of this graph look/behave like? How do you know this based just on the rule?

Answer the following questions still about f(x) = -7(x 5)(x + 2)(x 1.3)(x 100)(x + 4).
f. Sketch a graph with the maximum number of bumps for this function (and the correct end behavior).
How do you know each of these properties from the rule?

g. Can you find the inverse rule for this function? If so, how would you do it; if not, why not?

2)

What would have to be true about the leading coefficient (the a value) and the degree of the polynomial
to make a graph like this? For each, say how you know.

3)

Describe the pattern in the table for 5x3 + 4x2 8x + 9, without having to make the table and check.
Full credit will be given if the pattern and the number is given.

4)

Write a rule for a polynomial of degree four with the x-intercepts of only (2,0) , (-4,0) and (1.5,0).

5)

Solve the following using inverses. If it cannot be done without searching, say so and why this is the
case.
( x 3)

a.

7x2 9 = 0

c.

5( x 4) 3 10 0

d.

e.

4 x 6 7 22

f.

b.

= -300

12 x 4 11x 3 10 7.875

11( x 3) 4 9 4

6)

Simplify (-2x + 8)(x 6)(4x + 1).

7) What is the maximum number of zeroes that could result in a 10th degree polynomial?

8) Define the domain and range of the following function: f(x) = -3x4 4x2 + 5x - 4

EXTRA CREDIT:
Given the polynomial f(x) = px3 + 12x2+ q , find values for p and q that give a
polynomial with all positive outputs. Explain why your chosen values of p and q give positive outputs or why
the task is not possible.