

Factoring Quadratics Reteach
Presentation
•
Mathematics
•
9th - 12th Grade
•
Practice Problem
•
Medium
+1
Standards-aligned
Alba Perez
Used 38+ times
FREE Resource
3 Slides • 12 Questions
1
Factoring Quadratics Reteach
Objectives
1) Convert standard form of a quadratic to intercept form.
2) Use the linear factors to find x-intercepts.

2
The Two Forms
Standard Form
ax2+bx+cIntercept Form
a(x−p)(x−q) Note: p and q are the x-intercepts
3
Using Factoring to convert Standard Form to Intercept Form
Steps need:
1st- Identify a=___ b= ___ c=___
2nd- Set up the X
3rd- Use calculator to find factors
4th- Simplify factors if needed
5th- Write in Intercept form
4
Multiple Choice
Identify a, b and c for,
x2−7x−18 .a= 1 b =7 c=18
a= 1 b= -7 c = -18
5
Multiple Choice
Which is the correct x-factor method set up for factoring
x2−7x−186
Multiple Choice
What are the factors of -18 whose sum is -7?
2 and 9
-2 and -9
-2 and 9
2 and -9
7
Multiple Choice
What is the intercept form of
x2−7x−18 ?(x+2)(x+9)
(x−2)(x−9)
(x+2)(x−9)
(x−2)(x+9)
8
Multiple Choice
Based on your previous answer, what are the x-intercepts for
x2−7x−18?(2,0) and (9,0)
(-2,0) and (-9,0)
(-2, 0) and (9,0)
(2,0) and (-9,0)
9
Multiple Choice
What is the intercept form of
x2−5x−14?(x+2)(x−7)
(x−2)(x+7)
10
Multiple Choice
Identify a, b and c for,
2x2+17x+21 .a= 2 b =17 c=21
a= 2 b= -17 c = -21
11
Multiple Choice
Which is the correct x-factor method set up for factoring
2x2+17x+2112
Multiple Choice
What are the factors of 42 whose sum is 17?
3 and 14
-3 and -14
-3 and 14
3 and -14
13
Multiple Choice
What is the intercept form of
2x2+17x+21 ?(x+3)(x+14)
(x−3)(x−14)
(2x+3)(x+7)
(3x−2)(x+7)
14
Multiple Choice
Based on your previous answer, what are the x-intercepts for
2x2+17x+21? (2−3,0) and (−7,0)
(0,32) and (0,7)
(3,0) and (14,0)
(0,3) and (0,14)
15
Multiple Choice
What is the intercept form of
4x2−7x−2?(4x+1)(x−2)
(x−8)(x+1)
Factoring Quadratics Reteach
Objectives
1) Convert standard form of a quadratic to intercept form.
2) Use the linear factors to find x-intercepts.

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