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Vertex form and completing the square

Read the idea, work independently, then explain what changed.

高一必修 第一册(A版).pdf · 2.3 · PDF 57 / printed page 50

TOPIC 01

Vertex form and completing the square

Explain turning points, symmetry and constrained optima through a square.

What you will be able to explain

  • Complete a square without changing the function.
  • Distinguish the extremum value, attaining input and admissible domain.

Make the changing part a square

Expanded form hides the input at which the changing part vanishes.

The sign of a decides whether a zero square gives a minimum or maximum.

ax2+bx+c=a(x−h)2+kax^2+bx+c=a(x-h)^2+k
  1. Factor a before completing.

    a[x2+(b/a)x]+ca[x^2+(b/a)x]+c
  2. Add and subtract the same square.

    h=−b/(2a),k=c−b2/(4a)h=-b/(2a),\quad k=c-b^2/(4a)

When it applies

  • a≠0; a real square is nonnegative.

Counterexample: −(x−2)²+1 has a maximum, not a minimum.

  • Match expanded form, vertex form and the axis on a graph.

Distance and admissibility

The real vertex may fall between two permissible integer inputs.

Equal distances from h give equal outputs; a constrained optimum must use an allowed input.

f(h−d)=f(h+d)f(h-d)=f(h+d)
  1. Symmetric inputs produce the same square.

    a(±d)2+k=ad2+ka(\pm d)^2+k=ad^2+k
  2. Compare the adjacent integers when h is nonintegral.

    n∈{⌊h⌋,⌈h⌉}n\in\{\lfloor h\rfloor,\lceil h\rceil\}

When it applies

  • Use only admissible candidates; reverse the distance comparison if a<0.

Counterexample: A real optimum of 4.5 packs is not an admissible purchase of indivisible packs.

  • Use a symmetric table and a number line of allowed inputs.

PREDICT → EXPLORE → EXPLAIN → TRANSFER

Make a prediction, then explore the relationship.

Lesson question: With a,k fixed, how does moving h change the vertex?

Model exploration: predict which displayed result changes with the parameters, check the values, and compare the observation with the lesson question.

Vertex (1,-1); minimum -1. Equal distances give equal outputs.-665-5

Vertex (1,-1); minimum -1. Equal distances give equal outputs.

Numerical data for the diagram; printable
InputOutputDistance from h
-132
001
1-10
201
332

Explain: Compare equal distances around h, then reverse a.

Transfer: Place h between integers to create a tied integer optimum.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

Examples 1–3: study a full demonstration; finish a solution from its first step; then choose a method independently before opening the solution. The remaining exercises may continue after class.

01 / Foundation#Worked example

Find the minimum and where it occurs.

f(x)=x2−6x+5f(x)=x^2-6x+5
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Complete x²−6x.
Hint 2
Add and subtract 9.
Worked solution
  1. Preserve equality.

    f=(x−3)2−4f=(x-3)^2-4
  2. Bound the square and identify equality.

    (x−3)2≥0,x=3 at equality(x-3)^2\ge0,\quad x=3\text{ at equality}

Minimum −4 at x=3.

Checks and common pitfalls: The value and its attaining input are different parts of the answer.

Think first. Reveal a hint when the class is ready.

02 / Standard#Worked example

Find the quadratic with vertex (2,−3) through (0,5).

(h,k)=(2,−3)(h,k)=(2,-3)

First step provided — complete the reasoning:Use vertex form.

y=a(x−2)2−3y=a(x-2)^2-3
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Encode the vertex first.
Hint 2
Substitute the other point to find a.
Worked solution
  1. Use vertex form.

    y=a(x−2)2−3y=a(x-2)^2-3
  2. Determine the scale from the extra point.

    5=4a−3⇒a=25=4a-3\Rightarrow a=2

y=2(x−2)²−3.

Checks and common pitfalls: The extra point has a different x-coordinate, so it determines a uniquely.

Think first. Reveal a hint when the class is ready.

03 / Transfer#Worked example

A rectangle uses 20 m of fencing on all four sides. Prove its greatest area.

P=20P=20
  • Side lengths are positive real numbers.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Eliminate one side using the perimeter.
Hint 2
Write x(10−x) as a square.
Worked solution
  1. Represent positive side lengths.

    x,10−x,0<x<10x,10-x,\quad0<x<10
  2. The square gives a bound with a feasible equality case.

    A=25−(x−5)2≤25,x=5A=25-(x-5)^2\le25,\quad x=5

25 m², attained by a 5 m square.

Checks and common pitfalls: Both the model and equality case must respect positive side lengths.

Think first. Reveal a hint when the class is ready.

04 / Foundation#Your turn

Give the x-coordinate of the vertex.

y=2(x+1)2−5y=2(x+1)^2-5
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Set the square to zero.
Hint 2
Solve x+1=0.
Worked solution
  1. Locate the vanishing square.

    x+1=0x+1=0
  2. Solve and check the height.

    x=−1,y=−5x=-1,\quad y=-5

−1.

Checks and common pitfalls: x+1 means x−(−1).

Think first. Reveal a hint when the class is ready.

05 / Foundation#Your turn

Rewrite in vertex form and identify the vertex.

y=2x2+8x+3y=2x^2+8x+3
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Factor 2 from the first two terms.
Hint 2
Inside the brackets add and subtract 4.
Worked solution
  1. Keep the external coefficient.

    y=2[(x+2)2−4]+3y=2[(x+2)^2-4]+3
  2. Collect the full compensation.

    y=2(x+2)2−5y=2(x+2)^2-5

Vertex (−2,−5).

Checks and common pitfalls: Subtracting only 4 rather than 8 would change the function.

Reasoning checklist · self / teacher assessment
  • Keep the external coefficient.
  • Collect the full compensation.

Think first. Reveal a hint when the class is ready.

06 / Foundation#Your turn

A quadratic has axis x=4 and f(1)=2. Find f(7).

h=4,f(1)=2h=4,\quad f(1)=2
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Compare distances to the axis.
Hint 2
Both distances are 3.
Worked solution
  1. Check symmetric inputs.

    (1−4)2=(7−4)2(1-4)^2=(7-4)^2
  2. Use equality of the outputs.

    f(7)=f(1)=2f(7)=f(1)=2

2.

Checks and common pitfalls: Symmetry avoids reconstructing unnecessary coefficients.

Think first. Reveal a hint when the class is ready.

07 / Foundation#Your turn

Find the greatest output over all real x.

f(x)=−3(x−2)2+12f(x)=-3(x-2)^2+12
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
A square is nonnegative.
Hint 2
Multiplication by −3 reverses order.
Worked solution
  1. Bound the variable term.

    −3(x−2)2≤0-3(x-2)^2\le0
  2. Check equality is attained.

    f≤12,f(2)=12f\le12,\quad f(2)=12

12.

Checks and common pitfalls: The negative coefficient makes this a maximum.

Think first. Reveal a hint when the class is ready.

08 / Standard#Your turn

Compare f(1) and f(4) without expansion.

f(x)=(x−3)2−4f(x)=(x-3)^2-4
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Which input is closer to 3?
Hint 2
The distances are 2 and 1.
Worked solution
  1. Compare distances to the axis.

    ∣1−3∣=2>∣4−3∣=1|1-3|=2>|4-3|=1
  2. Squaring preserves their nonnegative order.

    f(1)=0>f(4)=−3f(1)=0>f(4)=-3

f(1)>f(4).

Checks and common pitfalls: Subtracting a common constant preserves the comparison.

Reasoning checklist · self / teacher assessment
  • Compare distances to the axis.
  • Squaring preserves their nonnegative order.

Think first. Reveal a hint when the class is ready.

09 / Standard#Your turn

These are values of a quadratic. Recover its equation and justify the axis.

x=(−2,−1,0,1,2),y=(6,3,2,3,6)x=(-2,-1,0,1,2),\quad y=(6,3,2,3,6)
  • The function is known to be quadratic.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Use the symmetric pairs.
Hint 2
The axis is 0 and f(0)=2.
Worked solution
  1. Write the resulting vertex form.

    f=ax2+2f=ax^2+2
  2. Use and check noncentral points.

    3=a+2⇒a=1,f(2)=63=a+2\Rightarrow a=1,\quad f(2)=6

y=x²+2.

Checks and common pitfalls: The stated quadratic assumption matters; five values do not determine an arbitrary function.

Reasoning checklist · self / teacher assessment
  • Write the resulting vertex form.
  • Use and check noncentral points.

Think first. Reveal a hint when the class is ready.

10 / Standard#Your turn

Move y=x² two units right and three units up. Give the equation and vertex.

y=x2y=x^2
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
The old input zero must occur at the new input two.
Hint 2
Replace x by x−2, then add 3.
Worked solution
  1. Apply horizontal and vertical changes separately.

    y=(x−2)2+3y=(x-2)^2+3
  2. Locate the zero square.

    (h,k)=(2,3)(h,k)=(2,3)

y=(x−2)²+3; vertex (2,3).

Checks and common pitfalls: A right shift subtracts inside the input.

Reasoning checklist · self / teacher assessment
  • Apply horizontal and vertical changes separately.
  • Locate the zero square.

Think first. Reveal a hint when the class is ready.

11 / Standard#Your turn

The minimum is 5. Find positive k.

f=x2−2kx+9,k>0f=x^2-2kx+9,\quad k>0
  • k>0.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Complete the square with k intact.
Hint 2
The minimum is 9−k².
Worked solution
  1. Identify the parameter-dependent minimum.

    f=(x−k)2+9−k2f=(x-k)^2+9-k^2
  2. Solve and apply k>0.

    9−k2=5⇒k=29-k^2=5\Rightarrow k=2

2.

Checks and common pitfalls: The sign restriction removes the second algebraic candidate.

Think first. Reveal a hint when the class is ready.

12 / Transfer#Your turn

Construct a quadratic with zeros 1 and 5 and minimum −8. Prove uniqueness.

r1=1,r2=5,min⁡f=−8r_1=1,r_2=5,\quad\min f=-8
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Use roots to find the axis, then the scale.
Hint 2
Evaluate a(x−1)(x−5) at the midpoint.
Worked solution
  1. All candidates have this factor form and axis.

    f=a(x−1)(x−5),h=3f=a(x-1)(x-5),\quad h=3
  2. Match the minimum; the unique a is positive.

    −4a=−8⇒f=2(x−3)2−8-4a=-8\Rightarrow f=2(x-3)^2-8

Uniquely f=2(x−3)²−8.

Checks and common pitfalls: This joins intercept and extremum information instead of repeating a single representation.

Reasoning checklist · self / teacher assessment
  • All candidates have this factor form and axis.
  • Match the minimum; the unique a is positive.

Think first. Reveal a hint when the class is ready.

13 / Transfer#Your turn

Cost C(n) applies to an integer number of packs, 1≤n≤7. Explain every minimiser and why a real vertex is insufficient.

C(n)=n2−9n+30C(n)=n^2-9n+30
  • n is an integer from 1 to 7; assume the model holds on that set.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Locate the real vertex, then compare admissible neighbours.
Hint 2
4 and 5 are equally far from 4.5.
Worked solution
  1. Expose the real bound.

    C=(n−4.5)2+9.75C=(n-4.5)^2+9.75
  2. Use the smallest allowed distance.

    C(4)=C(5)=10C(4)=C(5)=10

4 or 5 packs; minimum cost 10.

Checks and common pitfalls: Every other allowed integer is farther from 4.5, proving completeness.

Reasoning checklist · self / teacher assessment
  • Expose the real bound.
  • Use the smallest allowed distance.

Think first. Reveal a hint when the class is ready.

Focus on one question

End-of-lesson check and correction

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    Choose a foundation skill to revisit ↗

    Teacher preparation and assessment

    40-minute lesson

    MinutesFocusTeaching and student action
    5Diagnose signsUse both diagnostics and ask where the square vanishes.
    8Build a squareTrack the added and subtracted constant in x²−6x+5.
    10Compare formsPairs recover a quadratic from its vertex and a point, then explain a symmetric table.
    12Defend a choiceGroups solve the pack problem and challenge arbitrary rounding.
    5Exit checkSeparate the optimum value from the attaining input.

    Question sequence

    • Why must the added square be subtracted too?
    • Can two distinct allowed inputs tie?

    Board development

    • Preserve equality.
      x2−6x+5=(x−3)2−4x^2-6x+5=(x-3)^2-4
    • Compare allowed distances.
      C=(n−4.5)2+9.75C=(n-4.5)^2+9.75

    Expected correct and incorrect responses

    • “The square is zero at 3, so the value is −4” connects input and output.
    • “Round to 5” overlooks the tied solution 4.

    Follow-up questions

    • What changes if the leading coefficient is negative?

    Remediation

    • For axis-sign errors, substitute both proposed inputs into the square.
    • For compensation errors, expand the proposed vertex form.

    Exit check

    • For f=2(x+2)²−1 and integer x≥0, justify the minimum. Expected f(0)=7.

    Assessment checklist and sample responses

    • 2 marks: preserve equality while completing.
      Full: 2[(x+2)²−4]+3; partial: missing −8.
    • 2 marks: justify admissibility and ties.
      Full: n=4 or 5, cost 10; incomplete: n=4.5.

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