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The Quadratic Formula and the Discriminant: Free Response

5 questions in parts, 62 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 centre, one offset . Foundational, 11 points. Question 1 of 5.

    The quadratic 5x28x+15x^2 - 8x + 1 has integer coefficients, and the integer search comes up empty on it: no two integers have product 51=55 \cdot 1 = 5 and sum 8-8. So its roots arrive through the formula. Written as one fraction they are a pair of numbers. Written as two pieces, b2a±b24ac2a-\frac{b}{2a} \pm \frac{\sqrt{b^2 - 4ac}}{2a}, they say something about the parabola as well. This question does both, and then asks what the second reading means for every quadratic and not just this one.

    1. Part A.

      Solve 5x28x+1=05x^2 - 8x + 1 = 0 with the quadratic formula. Simplify the radical, reduce the fraction, and report both roots exactly.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Without using the roots from part A, write down the axis of symmetry of y=5x28x+1y = 5x^2 - 8x + 1 and the exact distance from that axis to each root. Use only aa, bb and the discriminant.

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

    3. Part C.

      Now take any quadratic ax2+bx+cax^2 + bx + c with real coefficients, a0a \ne 0, whose discriminant is positive. Explain what each of the two pieces b2a-\frac{b}{2a} and b24ac2a\frac{\sqrt{b^2 - 4ac}}{2a} contributes to a root, and what those two contributions force about how the roots are placed relative to the line x=b2ax = -\frac{b}{2a}. Say why the placement could not have come out any other way.

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

    Fixes all three coefficients, signs included, before any substitution, and keeps the sign of bb alive in both of the places the formula spends it. . Worth 2 points.

    Takes the square out of the radical, and cancels from the fraction only what divides the whole of the top as well as the bottom. . Worth 1 point.

    Reports BOTH roots exactly, and closes the question of whether the radical and the fraction can be taken further instead of leaving it hanging. . Worth 1 point.

    Part B 3 points

    Obtains the axis from the coefficients rather than from the roots, keeping the minus sign the formula supplies. . Worth 2 points.

    Identifies the distance with the one term of the split form that carries the sign choice, and simplifies it to exact form. . Worth 1 point.

    Part C 4 points

    Attributes the shared centre and the separation each to the correct piece of the split form, rather than treating the formula as one undivided expression. . Worth 3 points. needs an explanation, not just an answer

    States the placement as a claim about every quadratic meeting the stated conditions, naming the hypothesis it needs. . Worth 1 point.

    Try a similar problem (Optional)

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

    Solve 3x210x+2=03x^2 - 10x + 2 = 0, then give the axis of symmetry of y=3x210x+2y = 3x^2 - 10x + 2 and the exact distance from that axis to each root.

  2. 2. Putting the answer back into the equation . Reasoning, 12 points. Question 2 of 5.

    The lesson established the formula by running completing the square once on ax2+bx+c=0ax^2 + bx + c = 0, carrying letters the whole way. A derivation is one way to establish a theorem. A second move, and a natural one to reach for, is to take the answer it claims and put that answer back into the equation it claims to solve. This question carries that substitution out in full generality, with letters throughout, and then asks what such a check settles and what it leaves open. Write D=b24acD = b^2 - 4ac for short.

    1. Part A.

      Assume a0a \ne 0 and D0D \ge 0, and write x+=b+D2ax_+ = \dfrac{-b + \sqrt{D}}{2a}. Substitute x+x_+ into ax2+bx+cax^2 + bx + c and simplify the result completely, showing what becomes of the terms carrying D\sqrt{D}.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 points

    2. Part B.

      Decide whether a check like part A's, on its own, justifies the sentence "the formula gives ALL the solutions of any quadratic with a0a \ne 0 and D0D \ge 0". Say what such a check does establish, and where the lesson's derivation supplies anything it does not. You do not need part A's algebra to answer this.

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

    3. Part C.

      Part A assumed D0D \ge 0. Identify the single step of that substitution whose ALGEBRA turns on the sign of DD, and say what the honest report is for a quadratic with real coefficients whose discriminant is negative.

      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 5 points

    Squares the whole numerator as a binomial, keeping its middle term, rather than squaring the two terms separately. . Worth 1 point.

    Brings all three terms to a single common denominator before combining them, and handles the sign of each numerator correctly. . Worth 2 points.

    Says why the terms carrying the radical disappear, and finishes by showing what the surviving terms leave, using the definition of DD. . Worth 2 points. needs an explanation, not just an answer

    Part B 4 points

    Separates "this number is a solution" from "these are the only solutions", and says which of the two a substitution check is capable of establishing. . Worth 3 points. needs an explanation, not just an answer

    Points to the feature of the derivation that carries the argument in the direction a check cannot, rather than simply citing the derivation. . Worth 1 point.

    Part C 3 points

    Names the one step whose validity turns on the sign of the discriminant, rather than describing the assumption in general terms. . Worth 2 points. needs an explanation, not just an answer

    Reports the negative case in the terms the real numbers allow, without inventing a value for the square root. . Worth 1 point.

    Try a similar problem (Optional)

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

    Carry out the same substitution check for the other root, x=bD2ax_- = \frac{-b - \sqrt{D}}{2a}, and say which lines of the work change and which do not.

  3. 3. One morning inside a polytunnel . Application, 15 points. Question 3 of 5.

    A grower records the air temperature inside a polytunnel through one clear morning. Writing tt for the number of hours after sunrise, the readings are modelled by T(t)=t2+12t+15T(t) = -t^2 + 12t + 15, in degrees Celsius, and the model is used only across the twelve hours of daylight, 0t120 \le t \le 12. Every question below is a question about which readings this model can produce, and each one is settled by a single equation in tt.

    1. Part A.

      Write a single equation in tt, in standard form, that is satisfied exactly by the moments when the model reads 3838 degrees.

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

    2. Part B.

      Find every time in the modelled window at which the reading is exactly 3838 degrees. Give the times exactly, then to the nearest tenth of an hour. You can rebuild the equation from the stem, so you do not need part A’s answer.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      The crop is damaged at 5858 degrees. Decide from one number, before solving anything, whether this model ever produces that reading, and turn the sign of that number into a statement about the morning.

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

    4. Part D.

      Find the highest reading this model produces, and justify that no higher one is possible. Argue from the discriminant rather than from a table of trials, and name the time at which it occurs.

      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

    Turns the target reading into an equation by setting the model equal to it, rather than reading a value off the model directly. . Worth 2 points.

    Collects every term onto one side against zero and reports the result in standard form. . Worth 1 point.

    Part B 4 points

    Solves the equation exactly and keeps both times rather than stopping at the first. . Worth 2 points.

    Reports the times in hours after sunrise and checks that both fall inside the window the model is used on. . Worth 1 point.

    Says what the two times mean for the course of the morning, rather than reporting them uninterpreted. . Worth 1 point.

    Part C 3 points

    Settles the question from the discriminant of the new equation alone, without solving it or testing times one at a time. . Worth 2 points.

    Turns the sign of that number into a statement about the morning and about the crop, rather than leaving the calculation unfinished. . Worth 1 point.

    Part D 5 points

    Carries the target reading through the discriminant as a letter, rather than testing candidate readings one at a time. . Worth 2 points.

    Argues in both directions that a reading at or above the sunrise value occurs exactly when the discriminant condition holds, and reads the highest reading off that condition. . Worth 2 points. needs an explanation, not just an answer

    Names the time at which the boundary case occurs and confirms it is a single time rather than a pair. . Worth 1 point.

    Try a similar problem (Optional)

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

    Run the whole question again on a second polytunnel, whose readings over the same twelve-hour window are modelled by T(t)=t2+10t+22T(t) = -t^2 + 10t + 22: the times at which it reads 3030 degrees, the verdict on a 6262 degree reading, and the highest reading the model produces. Reach all three from the discriminant rather than from trials.

  4. 4. Two claims about factoring, one discriminant . Reasoning, 12 points. Question 4 of 5.

    The discriminant is asked to do two different jobs. Its SIGN counts the real roots of any quadratic with real coefficients. Separately, whether it is a perfect square decides something about factoring, and that second job comes with a condition on the coefficients attached. Running the two jobs together is the standard mistake at this point in the chapter, so this question keeps them apart and then asks what the second one actually rests on.

    1. Part A.

      For 8x2+2x158x^2 + 2x - 15, compute the discriminant. State separately what it says about the number of real roots and what it says about factoring over the rationals, attaching to the second statement the hypothesis that test requires. Then, if your second statement licenses it, produce the factorization.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      A classmate states the rule: "if the discriminant is positive then the quadratic factors over the rationals." Give one quadratic with integer coefficients that refutes it, and say which of the two properties in play your example has and which it lacks.

      Construct a counterexample Give one specific case, and show it breaks the claim. 3 points

    3. Part C.

      The perfect-square test carries a hypothesis about the coefficients. Consider 2x2+3x+2\sqrt{2}\,x^2 + 3x + \sqrt{2}, whose discriminant is 11. Decide whether it has a rational root and prove your decision, then say what the example shows about that hypothesis.

      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 4 points

    Substitutes all three coefficients with their signs, so the 4ac-4ac term adds rather than subtracts when cc is negative. . Worth 2 points.

    Gives the two readings of the discriminant as separate statements, attaching to the factoring one the hypothesis it needs. . Worth 1 point.

    Produces a factorization over the rationals and confirms it by multiplying back. . Worth 1 point.

    Part B 3 points

    Chooses an example that satisfies the claim's hypothesis, so that the positive discriminant is genuinely in place before the conclusion is tested. . Worth 2 points.

    Names which of factoring over the reals and factoring over the rationals the example has, and gives a reason for each rather than asserting both. . Worth 1 point.

    Part C 5 points

    Confirms the discriminant of the given quadratic before drawing anything from it. . Worth 1 point.

    Proves the decision about a rational root rather than reporting that the roots look irrational, and reaches something impossible from whatever it assumes. . Worth 3 points. needs an explanation, not just an answer

    Names the hypothesis at issue and says which step of the test's chain of equivalences it was supporting. . Worth 1 point.

    Try a similar problem (Optional)

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

    Compute the discriminant of 3x2+4x+3\sqrt{3}\,x^2 + 4x + \sqrt{3} and decide whether it has a rational root. Then decide whether 10x229x2110x^2 - 29x - 21 factors over the rationals.

  5. 5. A family of lines across one parabola . Application, 12 points. Question 5 of 5.

    The parabola y=x26x+14y = x^2 - 6x + 14 never meets the xx-axis. Other lines are a different matter. Take the family y=2x+cy = 2x + c, one line for each real number cc: every member has slope 22, and they differ only in height. A point lies on both graphs exactly when its xx satisfies a single quadratic equation, so the number of real solutions of that equation is the number of points the two graphs share.

    1. Part A.

      Find every point at which the line y=2x+2y = 2x + 2 meets the parabola y=x26x+14y = x^2 - 6x + 14. Give your answers as coordinate pairs.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Find the value of cc for which the line y=2x+cy = 2x + c meets the parabola at exactly one point, and give the point where they meet. Part A's numbers are not needed here.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      A classmate argues: a line runs on forever and the parabola opens upward, so the curve must catch the line sooner or later, and every member of this family meets the parabola somewhere. Decide whether that is right, backing your decision with the one number that settles it and with whatever members of the family your argument needs, and say what your finding means for the two graphs.

      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 4 points

    Sets the two expressions for yy equal and collects every term to one side against zero before solving. . Worth 2 points.

    Solves the resulting quadratic correctly, keeping both solutions. . Worth 1 point.

    Reports points rather than xx values alone, and checks each against BOTH graphs. . Worth 1 point.

    Part B 4 points

    Carries the unknown constant through into standard form and into the discriminant, rather than picking values of cc to try. . Worth 1 point.

    Turns the count of meeting points into a condition on the discriminant, and solves that condition for the constant. . Worth 2 points.

    Reports the point of contact with both coordinates, not only the value of the constant. . Worth 1 point.

    Part C 4 points

    Settles the claim by computing discriminants for the family rather than by describing the picture, and carries the argument far enough that the verdict follows. . Worth 2 points. needs an explanation, not just an answer

    States what the sign found means for the two graphs, in the terms the real numbers allow. . Worth 2 points.

    Try a similar problem (Optional)

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

    For the parabola y=2x2+x+3y = 2x^2 + x + 3 and the family of lines y=5x+cy = 5x + c, find the value of cc for which the line meets the parabola at exactly one point, and give that point.