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<p>Invite students to summarize their understanding so far of what a quadratic expression (or relationship) is and is not. Discuss questions such as:</p>
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<ul>
<li>“In what ways is the relationship between the step number and the number of small squares different from linear functions we’ve seen so far?” (When one quantity increases by a certain amount, the other quantity does not change by the same amount. The graph relating the two quantities is not a straight line. The rule that relates the two quantities is different from a linear expression.) </li>
<li>“In what ways is the relationship between the two quantities different from the exponential functions we’ve encountered?” (When the input increases by an amount, the output does not always change by the same factor. The graph representing this relationship is a curve, but it is different from the graph of an exponential function. Even though there may be an exponent in the expression (for example, \(n^2\)), the rule that relates the two quantities is not like exponential expressions we’ve seen, where the input was the exponent.) </li>
<li>“How would you describe ‘quadratic relationship’ to someone who is unfamiliar with it?”</li>