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Completing the Square: Free Response

5 questions in parts, 55 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. One rewrite, two questions . Foundational, 9 points. Question 1 of 5.

    The quadratic x29x+4x^2 - 9x + 4 has an odd middle coefficient, so the constant that completes its square is not a whole number. Nothing in the method minds that. This question performs the change of form once, and then puts the finished expression to two uses that look unrelated.

    1. Part A.

      Rewrite x29x+4x^2 - 9x + 4 as a squared binomial plus a constant. Then expand your form back to standard form and confirm it returns the expression you started from.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Solve x29x+4=0x^2 - 9x + 4 = 0 exactly, by isolating the square and extracting the root. Report both solutions, and substitute one of them into the original equation to confirm it.

      Carry your own answer forward Continue from the completed form you produced in part A, whatever it came out as. The marks here are for isolating the square, for attaching the plus-or-minus, and for reporting two exact solutions, not for the rewrite itself.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Standard form answers neither of the two questions above directly. Say what the single rewrite in part A made available in each case, and explain why one finished expression can serve two purposes that look unrelated.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Halves the coefficient of xx and squares the result, then adds and subtracts that constant in the same line so that the value of the expression is left untouched. . Worth 2 points.

    Expands the finished form back to standard form and compares it term by term with the expression it started from. . Worth 1 point.

    Part B 3 points

    Isolates the square before any root is taken, and attaches the plus-or-minus so that two solutions come out rather than one. . Worth 2 points.

    Reports both solutions in exact form, with no decimal rounding, and substitutes one of them into the original equation to confirm it returns zero. . Worth 1 point.

    Part C 3 points

    Traces both uses back to the same structural feature of the completed form, rather than describing the two procedures one after the other as separate recipes. . Worth 3 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Rewrite x211x+3x^2 - 11x + 3 as a squared binomial plus a constant, solve x211x+3=0x^2 - 11x + 3 = 0 exactly, and state the smallest value the expression can take and where it occurs.

  2. 2. Running the route with a coefficient outside . Foundational, 10 points. Question 2 of 5.

    When the leading coefficient is not 11, the square being completed sits inside a bracket, with that coefficient waiting outside it. This question runs that route on g(x)=4x2+10x+1g(x) = -4x^2 + 10x + 1, where the leading coefficient does not divide the middle one evenly and is negative besides, and then reads a student's attempt at the same route on a different quadratic.

    1. Part A.

      Write g(x)=4x2+10x+1g(x) = -4x^2 + 10x + 1 in the form a(xh)2+ka(x - h)^2 + k. Expand your finished form back out and confirm it returns gg.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      From your form in part A alone, and without testing any values of xx, state the vertex of gg, its axis of symmetry, whether that vertex is the highest or the lowest point of the graph, the extreme value itself, and the range of gg. Argue the highest-or-lowest verdict from the sign of the leading coefficient together with the fact that a real square is never negative.

      Carry your own answer forward Read everything here off the completed form you produced in part A, whatever it came out as. The marks are for what a form of that shape lets you read and for the argument you attach to it, not for having got part A right.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    3. Part C.

      A student rewrites 5x220x+35x^2 - 20x + 3 and hands in this work. Line 1: 5x220x+3=5(x24x)+35x^2 - 20x + 3 = 5\left(x^2 - 4x\right) + 3. Line 2: half of 4-4 is 2-2 and (2)2=4(-2)^2 = 4, so this is 5((x2)24)+35\left((x - 2)^2 - 4\right) + 3. Line 3: 5(x2)24+3=5(x2)215(x - 2)^2 - 4 + 3 = 5(x - 2)^2 - 1, so the smallest value of the expression is 1-1. Name the first line that goes wrong, say exactly what was done to it, write that line as it should read, and give two separate checks that expose the error.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Factors the leading coefficient out of the x2x^2 and xx terms only, leaving the loose constant outside the bracket, and halves the resulting inner coefficient as a fraction. . Worth 2 points.

    Multiplies the factored-out coefficient back across both pieces inside the bracket, the subtracted constant included, and verifies the finished form by expanding it. . Worth 1 point.

    Part B 3 points

    Names the vertex, the axis of symmetry, the extreme value and the range, each read off the completed form rather than computed again from the standard form. . Worth 2 points.

    Argues which kind of extreme point the vertex is from the sign of the leading coefficient together with the fact that a real square is never negative, rather than asserting it from the shape of the graph. . Worth 1 point. needs an explanation, not just an answer

    Part C 4 points

    Names the first line that fails, states exactly what was done to it, and writes that line as it should have read. . Worth 2 points.

    Backs the diagnosis with two independent checks, one expanding a finished form back to standard form and one evaluating the original expression and the student's version at the same input, and says why a single disagreeing input is enough. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Write 6x2+9x+4-6x^2 + 9x + 4 in the form a(xh)2+ka(x - h)^2 + k, check the rewrite by expanding, and state the greatest value the expression takes and where it takes it.

  3. 3. Fencing against the wall . Application, 13 points. Question 3 of 5.

    A community garden club will fence a rectangular plot against a long straight wall, using the wall itself as one entire side, so fencing is needed on the other three sides only. The club has exactly 46 metres of fencing and intends to use all of it. Write ww for the length in metres of each of the two sides that run away from the wall.

    1. Part A.

      Write the enclosed area as a function of ww alone, in standard form, and state which values of ww describe a plot that could actually be built.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      Complete the square on your area function, and use the finished form to state the largest area the club can enclose and the dimensions of the plot that achieves it.

      Carry your own answer forward Work from the area function you wrote in part A, in whatever form you left it. The marks here are for the change of form and for reading the extreme value off it, not for the modelling step that produced it.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      The club decides it would rather enclose exactly 240240 square metres. Find every width that does this, exactly, and give the full dimensions of every plot that survives a check against what the situation permits. Say whether the club genuinely has more than one choice here.

      Carry your own answer forward Set your own completed form from part B equal to the target area and isolate the square there. The marks are for the isolating, for the plus-or-minus, and for testing whatever widths come out against what the situation permits.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    4. Part D.

      A member now proposes a target of 280280 square metres. Decide whether any width achieves it, and settle it twice: once from the completed form you already have, without solving anything, and once by setting the area equal to the target and isolating the square. Say what the second route produces, and what makes that a complete answer to the club's question.

      Carry your own answer forward Both routes start from the completed form you produced in part B, whatever it came out as. The marks are for the two arguments and for what you make of the second one, not for the value of the extreme area itself.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Uses the wall to account for one whole side, so that only three fenced sides consume the fencing, and eliminates the second dimension using the total length rather than leaving two unknowns. . Worth 2 points.

    Gives the area in square metres as a function of one variable, and states which values of that variable the situation permits and why. . Worth 1 point.

    Part B 3 points

    Factors the leading coefficient out of both terms carrying the variable, completes the square inside, and multiplies that coefficient back across both pieces of the bracket. . Worth 2 points.

    Gives the greatest area in square metres and both dimensions of the plot that reaches it in metres, and says whether that plot is one the situation allows. . Worth 1 point.

    Part C 3 points

    Isolates the square before extracting any root, and attaches the plus-or-minus rather than taking a single root. . Worth 2 points.

    Tests whatever widths come out against what the situation permits, and reports the full dimensions of every plot that survives that test rather than the widths on their own. . Worth 1 point.

    Part D 4 points

    Gives both arguments, one comparing the target against the greatest area the completed form allows and one carrying the equation through to an isolated square, and says why the number that square is left equal to settles the question outright. . Worth 3 points. needs an explanation, not just an answer

    Turns the verdict into a statement about the fencing the club actually has, rather than leaving it as a line of algebra. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    The same club later has 62 metres of fencing and the same wall. Find the largest area it can enclose and the plot that achieves it, then find every width enclosing exactly 420 square metres.

  4. 4. After the factor search stops . Reasoning, 12 points. Question 4 of 5.

    The expression 2x2+5x22x^2 + 5x - 2 has no factorization into linear factors with integer coefficients: the search for a suitable integer pair runs out of candidates. This question is about what happens next, and about how much the method that follows actually promises.

    1. Part A.

      Solve 2x2+5x2=02x^2 + 5x - 2 = 0 exactly by completing the square, reporting both solutions, and substitute one of them back into the equation to confirm it.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Set the two routes side by side: an integer factor search, and completing the square. Say what each promises before it is begun, name the exact point at which the factor search on this quadratic stops, and identify what it is about the completing route that leaves it nowhere to stop.

      Compare the two methods Say what each one costs you, and when you would reach for it. 4 points

    3. Part C.

      A classmate concludes: 'completing the square never fails, so every quadratic equation has at least one real solution.' Decide whether that conclusion follows, separating what the method is guaranteed to deliver from what the delivered form then reports. Support your verdict by taking x2+5x+9=0x^2 + 5x + 9 = 0 all the way through, and state the three things an isolated square can report.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Deals with the leading coefficient before completing the square, and keeps every term of the equation in step through whichever move it uses to do so. . Worth 2 points.

    Reports both solutions in exact form, with no decimal rounding, and substitutes one of them into the equation as it was given. . Worth 1 point.

    Part B 4 points

    Says what each of the two routes promises in advance, rather than only reporting what each one happened to do on this quadratic. . Worth 2 points. needs an explanation, not just an answer

    Says what an exhausted candidate list does and does not establish about the roots, and points at the specific step of the other route that returns a value whatever the coefficients are. . Worth 2 points. needs an explanation, not just an answer

    Part C 5 points

    Separates what the method is guaranteed to produce from what the produced form then reports, and rests the verdict on that separation rather than on the supporting equation alone. . Worth 3 points. needs an explanation, not just an answer

    Carries the supporting equation through to an isolated square, and lists all three of the cases that the number the square is left equal to can fall into. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Solve 3x24x2=03x^2 - 4x - 2 = 0 exactly by completing the square, and say what stops an integer factor search from ever reaching those two numbers.

  5. 5. What the identity forces, and what it does not . Reasoning, 11 points. Question 5 of 5.

    Everything in this lesson rests on one line, (x+p)2=x2+2px+p2(x + p)^2 = x^2 + 2px + p^2, read from right to left. This question asks first what that line forces, then what the form it produces settles about a graph, and finally what it does not settle.

    1. Part A.

      Let bb and dd be real numbers. Prove that there is a real number pp with x2+bx+d=(x+p)2x^2 + bx + d = (x + p)^2 for every xx if and only if d=(b2)2d = \left(\tfrac{b}{2}\right)^2. Prove both directions separately, and say what your argument establishes about how many such pp there can be.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points

    2. Part B.

      Let f(x)=a(xh)2+kf(x) = a(x - h)^2 + k with a0a \ne 0, the form completing the square reaches for every quadratic. Prove that f(h+s)=f(hs)f(h + s) = f(h - s) for every real number ss, and say in one sentence what the vertical line x=hx = h therefore is for the graph of ff.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 3 points

    3. Part C.

      A classmate claims: 'two quadratics with the same leading coefficient and the same coefficient of xx, but different constant terms, always share an axis of symmetry, and never have the same number of real solutions.' One half of that is right. Decide which, produce a specific pair of quadratics that settles the other half, and say what actually governs the number of real solutions once the first two coefficients are fixed.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Argues the two directions separately, so that the condition on the constant term is shown to be necessary as well as sufficient rather than only demonstrated in the direction the method uses. . Worth 3 points. needs an explanation, not just an answer

    States what pins the inner number down, and concludes from that equation that no second value of it is available. . Worth 1 point.

    Part B 3 points

    Evaluates the form at both shifted inputs and reduces each to the same expression, using explicitly that squaring the two opposite bracket values gives the same result. . Worth 2 points. needs an explanation, not just an answer

    Says what equal outputs at inputs equidistant from the vertex mean for the shape of the graph, naming the line rather than restating the equation. . Worth 1 point.

    Part C 4 points

    Produces a specific pair differing only in the constant term, and carries both far enough to settle the disputed half rather than asserting an outcome for it. . Worth 2 points.

    Gives a reason for whichever half survives, drawn from where each of the three coefficients enters the completed form, so that the two halves are separated by an argument and not only by an example. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Decide whether this is true: two quadratics with the same leading coefficient and the same constant term, but different coefficients of xx, never have the same number of real solutions. Settle it with a specific pair, carried far enough to be convincing.