ALG2.MATH.4.H | Texas Essential Knowledge and Skills (TEKS)

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quadratic inequalitiesquadratic equationssolutionsinequalityquadratic expression

solve (quadratic inequalities in one variable) #dok2
set up (quadratic inequalities from a given expression) #dok2
represent (solution set of quadratic inequalities using interval notation and on a number line) #dok2
interpret (the meaning of solutions in context) #dok3

I can identify the components of a quadratic inequality. #dok1
I can recall the steps for solving a quadratic equation. #dok1
I can solve quadratic inequalities in one variable using factoring, graphing, or other algebraic methods. #dok2
I can represent the solution set of a quadratic inequality on a number line and in interval notation. #dok2
I can set up a quadratic inequality given a context or scenario. #dok2
I can interpret the meaning of the solution set to a quadratic inequality in a real-world problem. #dok3
I can justify the correctness of my solution to a quadratic inequality. #dok3

Quadratic inequalities require similar solution methods to quadratic equations, but involve analyzing intervals and the sign of expressions.
Real-world scenarios often require modeling constraints or ranges using quadratic inequalities, necessitating interpretation of solution sets.

What methods can be used to solve a quadratic inequality, and how do they compare with solving a quadratic equation?
How do you determine which regions on the number line satisfy a quadratic inequality?
In what situations might a quadratic inequality represent a real-world constraint or condition?
How does the context of a problem affect the interpretation of the solution set to a quadratic inequality?
Why is it important to represent the solution to a quadratic inequality in multiple forms such as interval notation and graphically?