We are going to learn how to determine the reasonableness of the domain and range of quadratic functions when given a real-world example.

**TEKS Standards and Student Expectations**

**A(1)** Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

**A(1)****(B)** use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

**A(1)(****G)** display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

**A(****6)** Quadratic functions and equations. The student applies the mathematical process standards when using properties of quadratic functions to write and represent in multiple ways, with and without technology, quadratic equations. The student is expected to:

**A(6)(****A)** determine the domain and range of quadratic functions and represent the domain and range using inequalities

**Resource Objective(s)**

Determine restrictions on the domain and range of the function when given a situation that can be modeled by a quadratic function or its graph.

**Essential Questions**

What makes a domain or range reasonable?

How do you know when the domain or range of a function should have restrictions?

**Vocabulary**