LESSON

19.2
19.2 Transforming Quadratic Transforming
Functions Quadratic Functions
Essential Question: How can you obtain the graph of g(x) = a(x - h) + k from the graph of
2

Resource
f(x) = x 2? Locker Learning Objective
Students will understand vertical and horizontal
translations of the graphs of quadratic functions, and
Explore Understanding Quadratic Functions of the Form will understand and graph quadratic functions of the
g(x) = a(x - h) + k
2
form g(x) = a(x - h)2 + k.
Every quadratic function can be represented by an equation of the form g(x) = a(x - h) + k. The values of the
2

parameters a, h, and k determine how the graph of the function compares to the graph of the parent function, y = x 2.
Math Processes and Practices
Use the method shown to graph g(x) = 2(x - 3) + 1 by transforming the graph of ƒ(x) = x 2.
2
MPP8 Generalizing
Graph ƒ(x) = x . See Additional Answers.
2
Language Objective
 Stretch the graph vertically by a factor of ? to obtain the graph of y = 2x . Graph y = 2x . 2
2 2
Students work in pairs or small groups to both give
Notice that point (2, 4) moves to point ? . (2, 8) and listen to oral clues about graphs of quadratic
functions.
 Translate the graph of y = 2x 2 right 3 units and up 1 unit to obtain the graph of
g(x) = 2(x - 3) + 1. Graph g(x) = 2(x - 3) + 1.
2 2

Notice that point (2, 8) moves to point ? . (5, 9) Online Resources

 The vertex of the graph of ƒ(x) = x 2 is ? while the vertex of the graph of (0, 0)
An extra example for each Explain section is
g(x) = 2(x - 3) + 1 is
2
? . (3, 1) available online.
1. The minimum value of f(x) = x 2 is 0 and the minimum value g(x) = 2(x - 3) +1
2

Reflect
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is 1. The minimum value is the y-coordinate of the vertex.

1. Discussion Compare the minimum values of ƒ(x) = x 2 and g(x) = 2(x - 3) 2 + 1.

2.
How is the minimum value related to the vertex?
Discussion What is the axis of symmetry of the function g(x) = 2(x - 3) 2 + 1?
Engage
How is the axis of symmetry related to the vertex? See margin.
Essential Question: How can you obtain the graph
Explain 1 Understanding Vertical Translations of g(x ) = a(x - h)2 + k from the graph of f(x) = x 2?
A vertical translation of a parabola is a shift of the parabola up or down, with no change in the shape of the parabola. Possible answer: Identify the vertex (h, k) and use the
Vertical Translations of a Parabola
sign of a to determine whether the graph opens up or
The graph of the function ƒ(x) = x 2 + k is the graph of ƒ(x) = x 2 translated vertically.
down. Generate a few points on one side of the vertex
and sketch the graph using those points and symmetry.
If k > 0, the graph ƒ(x) = x 2 is translated k units up.

If k < 0, the graph ƒ(x) = x 2 is translated ⎜k⎟ units down.

Preview: Lesson Performance Task
Module 19 709 Lesson 2
View the Engage section online. Discuss the
photo and how the path of a ball used in sports
Professional Development
can be modeled by a quadratic function. Then
Math Background preview the Lesson Performance Task.
In this lesson, students graph the family of quadratic functions of the form
g(x) = a(x - h) + k and compare those graphs to the graph of the parent function
2
Answers
f (x) = x . Some key understandings are:
2
2. The axis of symmetry is x = 3. The axis of symmetry
t
The function f (x) = x is the parent of the family of all quadratic functions.
2
always passes through the vertex of the parabola.
t
To graph a quadratic function of the form g(x) = a(x - h) + k, identify the
2
The x-coordinate of the vertex gives the equation
vertex (h, k). Then determine whether the graph opens upward or downward. of the axis of symmetry of the parabola.
Then generate points on either side of the vertex and sketch the graph of the
function.

Lesson 19.2 709

 Example 1 Graph each quadratic function. Give the minimum or maximum value
and the axis of symmetry.
Explore
g(x) = x 2 + 2

Understanding Quadratic Functions of Make a table of values for the parent function f(x) = x 2 y

the Form g(x ) = a(x - h) + k

2 and for g(x) = x 2 + 2. Graph the functions together. 10

8
x f(x) = x 2 g(x) = x 2 + 2
-3 9 11 6
Integrate Technology -2 4 6 4
Students have the option of completing the activity -1 1 3 f(x) = x2 2
either in the book or online. 0 0 2 x
-6 -4 -2 0 2 4 6
1 1 3
-2
2 4 6
Connect Vocabulary -4
3 9 11
This lesson discusses translation in terms of a
The function g(x) = x 2 + 2 has a minimum value of 2.
transformation of a function graph. English learners
may know about language translation. Discuss with The axis of symmetry of g(x) = x 2 + 2 is x = 0.

students how the two meanings of translate are

g(x) = x - 5
2

different. 
Make a table of values for the parent function ƒ(x) = x 2 y
10
and for g(x) = x 2 - 5. Graph the functions together.
8
x f(x) = x 2 g(x) = x 2 - 5

Explain 1 -3 9 4
6

Understanding Vertical Translations -2 4 -1 2

© Houghton Mifflin Harcourt Publishing Company

x
-1 1 -4 0
-6 -4 -2 2 4 6
Questioning Strategies -2
0 0 -5
How is the graph of g(x) = x2 + 2 related to the -4

graph of g(x) = x2 – 5? Both are translated graphs 1 1 -4 -6

of the same parent function, f(x) = x 2, but
2 4 -1
g(x) = x 2 + 2 is translated 2 units up and g(x) =
x 2 - 5 is translated 5 units down. So, the graph of 3 9 4
g(x) = x 2 + 2 is 7 units higher than the graph of
g(x) = x 2 - 5. The function g(x) = x 2 - 5 has a minimum value of -5.

Is the vertex of the graph of g(x) = x2 + 2 the same The axis of symmetry of g(x) = x 2 - 5 is x = 0.
as the vertex of the graph of g(x) = x2 – 5? No;
g(x) = x 2 + 2 has vertex (0, 2), and g(x) = x 2 - 5 Module 19 710 Lesson 2

has vertex (0, -5).

Collaborative Learning
Peer-to-Peer Activity
Have students work in pairs. Have one student draw a graph of y = x2 + k for some
value of k. The second student then writes the equation for the graph. Students
then compare their results and determine whether the equation is correct for the
given graph. Have students take turns in the two roles.

710 Transforming Quadratic Functions

 Reflect

3. How do the values in the table for g(x) = x 2 + 2 compare with the values in the table for the parent
function ƒ(x) = x 2? For each x in the table, g(x) is 2 greater than f(x).
Explain 2
4. How do the values in the table for g(x) = x 2 - 5 compare with the values in the table for the parent
function ƒ(x) = x 2? For each x in the table, g(x) is 5 less than f(x). Understanding Horizontal Translations
Your Turn
5–6. See margin for graphs.
Graph each quadratic function. Give the minimum or maximum value and the axis of symmetry. Questioning Strategies
g(x) = x 2 + 4 minimum value: of 4; axis of symmetry: x = 0 How is the graph of g(x) = (x – 1) related to the
5. 2

g(x) = x 2 - 7 minimum value: -7; axis of symmetry; x = 0 graph of g(x) = (x + 2) ? Both are translated graphs
6. 2

of the same parent function, f(x) = x 2 , but the

] Explain 2 Understanding Horizontal Translations
graph of g(x) = (x - 1) is translated 1 unit to the
2

A horizontal translation of a parabola is a shift of the parabola left or right, with no change in the shape of the
parabola.
right and has vertex (1, 0), while the graph of
g(x) = (x + 2) is translated 2 units to the left and
2

Horizontal Translations of a Parabola

has vertex (-2, 0). So, the graph of g(x) = (x - 1)
2
2
The graph of the function ƒ(x) = (x – h) is the graph of ƒ(x) = x 2 translated horizontally. is 3 units to the right of the graph of g(x) = (x + 2) .
2

If h > 0, the graph ƒ(x) = x 2 is translated h units right.

What is the vertex of the graph of g(x) = (x – h) ?
2

If h < 0, the graph ƒ(x) = x 2 is translated ⎜h⎟ units left.

(h, 0)
Example 2 Graph each quadratic function. Give the minimum or maximum value and the axis of
symmetry.

g(x) = (x - 1)
2

Answers
Make a table of values for the parent function ƒ(x) = x 2 and y
for g(x) = (x - 1) . Graph the functions together.
2 10
5. y
8
x f(x) = x 2 g(x) = (x -1) 8
2
© Houghton Mifflin Harcourt Publishing Company

6
-3 9 16
6
-2 4 9 4

-1 1 4 2 4
0 0 1 x
-6 -4 -2 0
1 1 0 2 4 6 2
-2
2 4 1 x
3 9 4 -4
-4 -2 0 2 4
The function g(x) = (x - 1) has a minimum value of 0.
2

The axis of symmetry of g(x) = (x - 1) is x = 1.

2
6. y
2
x
Module 19 711 Lesson 2
-4 -2 0 2 4
Differentiate Instruction -2

Visual Cues -4
Have students take a coordinate grid and label it “Vertex of g(x) = (x – h) + k.”
2

-6
Have them place these points, labels, and functions into the four quadrants.
(2, 3) h = 2, k = 3 g(x) = (x - 2) + 3
2

(-2, 3) h = -2, k = 3 g(x) = (x + 2) + 3

2

(–2, –3) h = –2, k = –3 g(x) = (x + 2) – 3

2

(2, –3) h = 2, k = –3 g(x) = (x – 2) – 3

2

Students can use this graph as a reminder of how the location of the vertex and
the function are related.

Lesson 19.2 711

 g(x) = (x +1)
2
 y
Avoid Common Errors Make a table of values and graph the functions together.
10

Students may forget that they can use a pattern to 8

g(x) = (x + 1)
2
x f(x) = x 2
write equations from graphs. Remind students that 6
adding k to x2 moves the graph up for k > 0 or down -3 9 4
4
for k < 0 and that subtracting h from x moves the -2 4 1
graph left for h < 0 or right for h > 0. This is true for all 2
-1 1 0 x
nonzero values of k and h.
-6 -4 -2 0 2 4 6
0 0 1 -2

1 1 4 -4

2 4 9

3 9 16

The function g(x) = (x +1) has a minimum value of 0.

2
Answers
The axis of symmetry of g(x) = (x + 1) is x = -1.
2

9. y
Reflect
16
2
7. How do the values in the table for g(x) = (x - 1) compare with the values in the table for the parent
function ƒ(x) = x 2? For each x in the table, g(x) is the same as f(x - 1).
12
How do the values in the table for g(x) = (x + 1) compare with the values in the table for the parent
2
8.
function ƒ(x) = x 2? For each x in the table, g(x) is the same as f(x + 1).
8
Your Turn
4 Graph each quadratic function. Give the minimum or maximum value and the
axis of symmetry. 9–10. See margin for graphs.
x
g(x) = (x - 2) 10. g(x) = (x + 3)

© Houghton Mifflin Harcourt Publishing Company

2 2
0 9.
-6 -4 -2 2 4 6
Minimum: 0; axis of symmetry: x = 2 Minimum: 0; axis of symmetry: x = -3
Graphing g(x) = a(x - h) + k
2
Explain 3
10. y
The vertex form of a quadratic function is g(x) = a(x - h) + k, where the point (h, k) is the vertex. The axis of
2

symmetry of a quadratic function in this form is the vertical line x = h.

16
To graph a quadratic function in the form g(x) = a(x - h) + k, first identify the vertex ( h, k ). Next, consider the
2

12 sign of a to determine whether the graph opens upward or downward. If a is positive, the graph opens upward. If a is
negative, the graph opens downward. Then generate two points on each side of the vertex. Using those points, sketch
the graph of the function.
8

4
x
-6 -4 -2 0 2 4 6
Module 19 712 Lesson 2

Language Support
Communicate Math
Have each student sketch a graph of a parabola on a card, and write a quadratic
function in any form on another card. Then have them write clues about the graph
and about the function. For example, “The parabola opens upward/downward. Its
axis of symmetry is _____; the vertex is at the point _____. The function’s graph will
open downward/upward.” Provide sentence stems if needed to help students
begin their clues. Collect the graph and function cards in one pile, and the clue
cards in another. Have other students match graph and function cards to fit the
clues.

712 Transforming Quadratic Functions

 Example 3 Graph each quadratic function. y x

g(x) = -3(x + 1) - 2
2
-6 -4 -2 0
-2
2 4 6
Explain 3
Graphing g(x) = a(x - h) + k
Identify the vertex. -4 2

The vertex is at (-1, -2). -6

Make a table for the function. Find two points on each side
-8
of the vertex.
Questioning Strategies
-10
x -3 -2 -1 0 1 What can you tell about the graph of a function
-12
from its equation in the form g(x) = a(x - h) + k?
2
g(x) -14 -5 -2 -5 -14
-14 the location of the vertex and whether the graph
Plot the points and draw a parabola through them.
-16 opens upward or downward
What are the domain and range for a quadratic
 g(x) = 2(x - 1) - 7
2
y function whose graph opens downward? The
Identify the vertex. 10 domain is all real numbers, and the range is the set
of all values less than or equal to the maximum
The vertex is at (1, -7). 8
value.
Make a table for the function. Find two points on each side of 6
the vertex.
4
x -2 0 1 2 4 2 Avoid Common Errors
x Students may try to graph a quadratic function of the
g(x) 11 -5 -7 -5 11 0
-4 -2
form g(x) = a(x - h) + k by using a value other than
2 4 2

-2
Plot the points and draw a parabola through them. x = h. Remind them that they need to first identify
-4
and plot the vertex. Then they should identify and
-6 plot other points and use the plotted points to draw a
© Houghton Mifflin Harcourt Publishing Company

parabola.
11. If the value of a is positive, the vertex is a minimum value. If the value of a is
Reflect
negative, the vertex is a maximum value.
11. How do you tell from the equation whether the vertex is a maximum value or a minimum value?
Integrate Math Processes and Practices
Your Turn 12–13. See margin. Focus on Mathematical Modeling
Graph each quadratic function.
MPP4 Tell students that a transformed quadratic
12. g(x) = -(x - 2) + 4 13. g(x) = 2(x + 3) - 1
2 2
function models the height of an object dropped
from a given height, based upon the time since it was
dropped. Sketch a quadratic function that models the
situation, and draw students’ attention to the vertex
(0, k) being the maximum point of the graph. Ask
about the sign of a in the function g(x) = ax2 + k, and
Module 19 713 Lesson 2 note that the values to the left of the y-axis are not
considered.
Answers
12. y 13. y
6 8

4 6

2 4
x
2
-6 -4 -2 0 2 4 6
x
-2
-6 -4 -2 0 2 4 6
-4 -2

-6 -4
Lesson 19.2 713
 14. If k > 0, the graph f(x) = x 2 is translated k units up.
Elaborate If k < 0, the graph f(x) = x 2 is translated k units down.
Elaborate 14. How does the value of k in g(x) = x 2 + k affect the translation of ƒ(x) = x 2?
15. How does the value of h in g(x) = (x - h) affect the translation of ƒ(x) = x 2? See margin.
2

Summarize 16. In g(x) = a(x - h) + k, what are the coordinates of the vertex?
2
(h, k)
17. Essential Question Check-In How can you use the values of a, h, and k, to obtain
How do you graph a quadratic function of the form the graph of g(x) = a(x - h) + k from the graph ƒ(x) = x 2? The graph of f(x) = x 2 is stretched or
2

g(x ) = a(x – h) + k? First, identify and plot the

2
compressed by a factor of ⎜a⎟, and reflected across the x-axis if a is
vertex. Then, identify and plot other points on the negative; it is translated h units horizontally and k units vertically.
graph. Finally, draw the graph.
Evaluate: Homework and Practice
Graph each quadratic function by transforming the graph of ƒ(x) = x 2. t
0OMJOF
)PNFXPSL
t
)JOUT
BOE
)FMQ
Describe the transformations. 1–4. See Additional Answers. t
&YUSB
1SBDUJDF

Evaluate 1. g(x) = 2(x - 2) + 5

1 (x - 3) - 4
2
2. g(x) = 2(x + 3) - 6
2

g(x) = _ g(x) = 3(x - 4) - 2

2 2
3. 4.
2
Graph each quadratic function. 5–9. See Additional Answers.
Assignment Guide 5. g(x) = x 2 - 2 6. g(x) = x 2 + 5

Level Concepts Practice 7. g ( x) = x 2 - 6 8. g(x) = x 2 + 3

and Skills
9. Graph g(x) = x 2 - 9. Give the minimum or maximum value and the axis of symmetry.
Basic Explore Exercises 1–4 10. How is the graph of g(x) = x 2 + 12 related to the graph of ƒ(x) = x 2?
Example 1 Exercises 5–10 The graph of g(x) = x 2 + 12 is the graph of f(x) = x 2 translated 12 units up.
Graph each quadratic function. Give the minimum or maximum value and the axis
Example 2 Exercises 11–16 of symmetry. 11–12. See Additional Answers for graphs.
Example 3 Exercises 17–22, odd 11. g(x) = (x - 3)
2
minimum value: 0; axis of symmetry: x = 3
H.O.T. Exercise 23 12. g(x) = (x + 2)
2
minimum value: 0; axis of symmetry: x = -2
Average Explore Exercises 1–4 13. How is the graph of g(x) = (x + 12) related to the graph of ƒ(x) = x 2? See below.
2

© Houghton Mifflin Harcourt Publishing Company

14. How is the graph of g(x) = (x - 10) related to the graph of ƒ(x) = x 2? See below.
2
Example 1 Exercises 5–10, odd
Example 2 Exercises 11–16, odd 15. Compare the given graph to the graph of the parent y
8
function ƒ(x) = x 2. Describe how the parent function
Example 3 Exercises 17–22, even must be translated to get the graph shown here. 6
H.O.T. Exercises 23–27, even Translate the graph of the parent function 2 units
to the right. 4
Advanced Explore Exercises 3–4
2
Example 1 Exercises 5–10, even 13. The graph of g(x) = (x + 12) is the
2
x
Example 2 Exercises 11–16, even graph of f(x) = x 2 translated 12 units left.
-4 -2 0 2 4 6
14. The graph of g(x) = (x - 10) is the graph of f(x) = x 2
2
Example 3 Exercises 17–22, even -2
H.O.T. Exercises 23–27 translated 10 units right.
-4

Real World Problems 16. For the function g(x) = (x - 9) give the minimum or maximum value and the axis of symmetry.
2

The minimum value is 0. The axis of symmetry is x = 9.

Module 19 714 Lesson 2

Answers
15. If h > 0, the graph f(x) = x2 is translated h units Exercise Depth of Knowledge (D.O.K.) Math Processes and Practices
right. If h < 0, the graph f(x) = x2 is translated
h units left. 1–8 1 Recall of Information MPP6 Using Precise Mathematical Language
9–12 2 Skills/Concepts MPP5 Using Mathematical Tools
13–16 2 Skills/Concepts MPP2 Abstract and Quantitative Reasoning
17–20 2 Skills/Concepts MPP6 Using Precise Mathematical Language
21–22 2 Skills/Concepts MPP2 Abstract and Quantitative Reasoning
23–25 3 Strategic Thinking MPP3 Using and Evaluating Logical Reasoning
26–27 3 Strategic Thinking MPP2 Abstract and Quantitative Reasoning

714 Transforming Quadratic Functions

 Graph each quadratic function. Give the minimum or maximum value and the axis of
symmetry. 17–20. See Additional Answers.
Avoid Common Errors
17. g(x) = (x - 1) - 5 18. g(x) = -(x + 2) + 5
2 2

Some students may automatically say that the

1 (x + 1) - 7
19. g(x) = _
2 1 (x + 3) 2 + 8
20. g(x) = -_
4 3 function has a minimum when a parabola opens
21. Compare the given graph to the graph of the parent function ƒ(x) = x 2. y downward, and a maximum when a parabola opens
Describe how the parent function must be translated to get the graph 8
upward, because of word association. Tell students to
shown here.
6 visualize the graph before determining whether it has
Translate the graph of the parent function 3 units to the
right and 2 units up. 4 a minimum or maximum.
2
x Online Resources
-2 0 2 4 6
-2 t
Practice and Problem Solving (three forms)
t
Reteach
22. Multiple Representations Select the equation for the function represented by the t
Reading Strategies
graph of a parabola that is a translation of ƒ(x) = x 2. The graph has been translated
11 units to the left and 5 units down. t
Success for English Learners
a. g(x) = (x - 11) - 5 g(x) = (x + 11) - 5
2 2
Name ________________________________________ Date __________________ Class __________________

b. g(x) = (x + 11) - 5
2
LESSON
Transforming Quadratic Functions
19-2
c. g(x) = (x + 11) + 5
2 Practice and Problem Solving: A/B
A parabola has the equation f(x) 2(x  3)2  4. Complete:

d. g(x) = (x - 11) + 5
2
1. The vertex is ____________. 2. The graph opens _________________.

e. g(x) = (x - 5) - 11
2 3. The function has a minimum value of _____________________.

x2. Use it for 4–6.

f. g(x) = (x - 5) + 11
2 The following graph is a translation of y

4. What is the horizontal translation?

g. g(x) = (x + 5) - 11
2

h. g(x) = (x + 5) + 11
2 5. What is the vertical translation?

6. What is the quadratic equation for the graph?

Graph the following parabolas.

H.O.T. Focus on Higher Order Thinking 1 2
7. y 2(x  1)2  2 8. y x2 3
2
© Houghton Mifflin Harcourt Publishing Company

Critical Thinking Use a graphing calculator to compare the graphs of y = (2x) , 2

y = (3x) , and y = (4x) with the graph of the parent function y = x2. Then compare
2 2

( ) ( ) ( )
2 2 2
the graphs of y = __12 x , y = __13 x , and y = __14 x with the graph of the parent
function y = x 2. A ball follows a parabolic path represented by f(x) 2(x  5)2  9.
Use this equation for 9–12.
23. Explain how the parameter b horizontally stretches or compresses the graph of 9. What is the vertex? ____________
y = (bx) when b > 1. See below.
2
10. What is the axis of symmetry? ______________

24. Explain how the parameter b horizontally stretches or compresses the graph of 11. Find two points on either side of the axis.

y = (bx) when 0 < b < 1.

2 _____________ and _______________
See margin. 12. Graph the parabola.

25. Explain the Error Nina is trying to write an equation for the function represented
by the graph of a parabola that is a translation of ƒ(x) = x 2. The graph has
been translated 4 units to the right and 2 units up. She writes the function as Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor.

g(x) = (x + 4) + 2. Explain the error.

2 334

Nina should have subtracted 4 from x in the equation instead of adding it.

23. When b > 1, the graph of y = (bx) is compressed horizontally by a

2

1
factor of __.
b
Answers
Module 19 715 Lesson 2
24. When 0 < b < 1, the graph of y = (bx) is
2

1
stretched horizontally by a factor of _ .
b

Lesson 19.2 715

 26. Multiple Representations A group of engineers drop an experimental tennis ball
from a catwalk and let it fall to the ground. The tennis ball’s height above the ground
Journal (in feet) is given by a function of the form ƒ(t) = a(t - h) + k where t is the time (in
2

In their journals, have students explain how to use the seconds) after the tennis ball was dropped. Use the graph to find the equation for ƒ(t).

values of a, h, and k to obtain the graph of

y f(t) = -16t 2 + 30
g(x) = a(x – h) + k from the graph of f(x) = x2.
2
32
(0, 30)
24

16
(1, 14)
Integrate Math Processes and Practices
8
Focus on Generalizing t
MPP8 Discuss with students which type of hit—a 0
1 2 3 4
ground ball, a pop-up, or a line drive—would likely
make a baseball have the path shown in the graph. 27. Make a Prediction For what values of a and c will the graph of ƒ(x) = ax 2 + c have
one x-intercept?
Ask how knowing the maximum height of the ball For any real value of a with a ≠ 0, the function will have one x-intercept when c = 0.
and the time it takes the ball to hit the ground help
you write an equation to represent the path of the Lesson Performance Task
Baseball’s Height
baseball. The path a baseball takes after it has been hit is modeled by the graph. y
The highest height of the ball, the vertex of the path, The baseball’s height above the ground is given by a function of the form
ƒ(t) = a(t - h) + k, where t is the time in seconds since the baseball
2
192
is the ordered pair (h, k), and the time it takes the ball was hit.

Height (ft)
a. 144 feet; after 3 seconds 144
to hit the ground is the ordered pair (t, f(t)), so the h, k, a. What is the baseball’s maximum height? At what time was
t, and f(t) values can be substituted into the standard the baseball at its maximum height? See above. 96
form f(t) = a(t - h) + k to find the value of a.
2
b. When does the baseball hit the ground? after 6 seconds 48
x
c. Find an equation for ƒ(t). f(t) = -16(t - 3) + 144
2
0 2 4 6 8
Time (s)
Integrate Math Processes and Practices d. A player hits a second baseball. The second baseball’s path is
modeled by the function g(t) = -16(t - 4) + 256. Which
2

Focus on Using and Evaluating Logical

© Houghton Mifflin Harcourt Publishing Company

baseball has a greater maximum height? Which baseball is in the air for the longest?
Reasoning d. The vertex is (4, 256) so the baseball was at its maximum height of
MPP3 Point out that the model students write in the 256 feet after 4 seconds.
form f(t) = a(t - h) + k to represent the path the
2
The ball hits the ground after 8 seconds.
baseball takes can be used to approximate the height So, the second baseball has a greater maximum height and it traveled
longer in the air than the first.
h in feet above the ground after t seconds because it
does not account for air resistance, wind, or other
real-world factors.

Module 19 716 Lesson 2

Extension Activity
Have groups of students draw or tape a large, first-quadrant coordinate grid on the
Lesson Performance Task chalkboard. Have one student toss a tennis ball in front of the grid, making sure
Scoring Rubric that the path of the ball stays within the grid’s borders, while another student
Points Criteria videotapes the toss at a rate of about 15 frames per second. Then have students
2 Student correctly solves the problem and explains play back the video, marking points on the grid to show the path of the ball.
Finally, have students use the model f(t) = a(t - h) + k to write a function
2
his/her reasoning.
1 Student shows good understanding of the that models the path of the tennis ball. Students may discover that the angle at
problem but does not fully solve or explain his/ which the ball is tossed affects the height and width of the curved path the ball
her reasoning.
follows. Have students save their data for Part 2 of the Extension Activity in the
0 Student does not demonstrate understanding of
the problem. following lesson.

716 Transforming Quadratic Functions