Unit 2 Lesson 6 Practice Problems IM® Algebra 2TM authored by Illustrative Mathematics®

This product is based on the IM K-12 MathTM authored by Illustrative Mathematics® and offered under a CC BY 4.0 License.

Unit Title: Polynomials
Title: Different Forms

Common Core Standards in This Lesson:
CCSS.HSA-APR.A
CCSS.HSA-APR.A: Perform arithmetic operations on polynomials
CCSS.HSA-APR.A.1
CCSS.HSA-APR.A.1: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
CCSS.HSA-APR.B
CCSS.HSA-APR.B: Understand the relationship between zeros and factors of polynomials
CCSS.HSA-SSE.B.3
CCSS.HSA-SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Factor a quadratic expression to reveal the zeros of the function it defines. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. Use the properties of exponents to transform expressions for exponential functions.
CCSS.MP6
CCSS.MP6: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
CCSS.MP7
CCSS.MP7: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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[joshyherco]

Sorry, I dont understand on problem 2, which are the degree and constant terms? Thks❤

[SigmaPhonkBabyGronk]

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