| The students will represent quadratic functions using verbal descriptions, tables, equations, and graphs. |
| The students will take one representation (verbal description, table, equation, or graphs) and represent the quadratic function in another form. |
| The students will identify the domain and range of a quadratic function presented algebraically or graphically. |
| The students will identify intervals on which a quadratic function is increasing or decreasing. |
| The students will identify the location (x-value) of absolute maxima and absolute minima of a quadratic function over the domain of the function graphically. |
| The students will identify the location (x-value) of absolute maxima and absolute minima of a quadratic function over the domain of the function by using a graphing utility. |
| The students will identify the value (y-value) of absolute maxima and absolute minima of a quadratic function over the domain of the function graphically. |
| The students will determine the zeros and intercepts of a quadratic function presented algebraically or graphically. |
| The students will for any x value in the domain off, determine f(x). |
| The students will describe the end behavior of a quadratic function. |