Algebra II Task: Third Degree Polynomial

Algebra II Task: Third Degree Polynomial

PDF icon Algebra II Task: Third Degree Polynomial

Standards & Objectives

Essential and guiding questions: 
  • How can the graph of a 3rd degree polynomial have exactly 2 x‐intercepts?
  • Was the table helpful in this problem?
  • What told you that the leading coefficient must be negative?
  • Was sketching a graph helpful?
  • How many ways was this function represented by the time you were done?
  • Is there anything in the table or graph that told you anything about the factors?
  • Is there another way to justify you answer other than a graph?
  • What was the relationship in this problem between the x‐intercepts and the y‐ intercept?
  • How do you think John came up with his y‐intercept?
  • What told you that the y‐intercept must be negative?

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

If students can’t get started….
Assessing

  • What is the question asking us to do?
  • Do you understand the term 3rd degree polynomial?

Advancing

  • How can we use the x‐intercepts to help us get started?
Extension suggestions: 

If students finish early….
Assessing

  • Why was the information in the table helpful?

Advancing

  • Make a new table for this problem for all integers between ‐3 and 3. Follow the format in the table above.
Originator: 
Tennessee Department of Education