This Warm-up prompts students to compare four expressions. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another.

Invite each group to share one reason why a particular set of three go together. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question of which three go together, attend to students’ explanations and ensure that the reasons given are correct.

During the discussion, prompt students to explain the meaning of any terminology they use, such as “factored form” or “standard form,” and to clarify their reasoning as needed. Consider asking:

• “How do you know ?”
• “What do you mean by ?”
• “Can you say that in another way?”

In this lesson, students graph functions to find the zeros and then write associated equations that would be solved with the values they find. In the associated Algebra 1 lesson, students do a similar process to determine whether a quadratic expression can be easily factored. Students reason abstractly and quantitatively (MP2) when they use equations to represent the zeros on a graph.

The purpose of this activity is to give students a chance to work with a partner to connect quadratic expressions in different forms. In this partner activity, students take turns matching expressions in factored form with associated functions in standard form. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).