Math 20-2 Quadratic Functions  Dates: September 20 - October 3  

Mikayla Kwan  Length of Unit: 10 days 

 

Rationale 
This will be the second unit of the semester and it builds upon preliminary knowledge of quadratic
functions. The ultimate goal of this unit build familiarity with characteristics of quadratics in order to
effectively solve problems. The unit is a total of 10 days long and includes three quick assessments, two
days of review and a summative unit test. Students will also participate in daily opening exercises (Prime
Times) that will be formatively assessed to aid in planning and instruction. Students will be assessed
using the quick assessments, prime times and unit test. The majority of the instruction will take the form
of guided notes and accompanying class activities. Students will also be encouraged to engage in daily
practice from the student textbook or equivalent work sheets. Daily, students will be engaging in critical
thinking, problem solving, managing information, and communication competencies through the class
material, including opening and closing activities. Creativity and Innovation will also be encouraged to
allow students to develop their own learning strategies. Collaboration will be encouraged regularly
including during activities and daily practice (ask 3 before me policy). Throughout the unit, I will strive to
foster an environment to develop cultural and global citizenship and personal growth and well-being by
choosing meaningful examples and fostering in a positive and intentional classroom climate.

Unit Reflection 
   
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

Unit Overview 

Desired Results

General Learning Outcome(s) [GLOs]:​ Develop algebraic and graphical reasoning through the
study of relations.

Specific Learning Outcome(s) [SLOs]: 

➔ (1) Demonstrate an understanding of the characteristics of quadratic functions, including:
◆ Vertex
◆ Intercepts
◆ Domain and range
◆ Axis of symmetry

Key Understandings  Essential Questions 

Students will understand... Students will be able to answer the following...
➔ How various characteristics interact to inform individuals ➔ How can the characteristics of quadratic
about a quadratic function functions help us explain situations in
➔ The effect of various characteristics on quadratic the natural environment?
functions ➔ Is it possible for not all the
➔ How to communicate characteristics of quadratic characteristics to be present in
functions orally and written. quadratic functions?

Prior Understandings  Future Learnings 

➔ Demonstrate an understanding of relations and functions. ➔ Represent data, using polynomial
➔ Relate linear relations expressed in: functions (of degree ≤ 3), to solve
◆ slope–intercept form (y = mx + b) problems.
◆ general form (Ax + By + C = 0)  
◆ slope–point form (y – y1 = m(x – x1))
to their graphs.
➔ Determine the characteristics of the graphs of linear
relations, including the:
◆ Intercepts
◆ Slope
◆ Domain
◆ range. 

Resources Consulted: ​Alberta Program of Students, Principles of Mathematics 11 Teacher

Resource

Resources Needed:​ Guided Notes (teacher-created), Prime Time workbook, Principle of

Mathematics 11 Textbook, Various activities
 
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

Assessment Plan 

Assessments

Title Prime Quick QuicK Quick Unit Observation/ Daily

Times (5) Assess Assess Assess Test Anecdotal Textbook
#1 #2 #3 Notes Work
Learning
Outcomes Formative/ Formativ Formative/Summative Sum Formative
Summative e

DOK Level 1 Level 1 Level 1 Level 1 Level 2 Level 1 Level 1

Level 2 Level 2 Level 2 Level 2 Level 3 Level 2 Level 2
Level 3 Level 3

(1) Demonstrate an Ē Ē Ē Ē Ē Ē Ē
understanding of the
characteristics of quadratic
functions, including:
◆ Vertex
◆ Intercepts
◆ Domain and range
◆ Axis of symmetry
 
   
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan
 

Assessment Tool Overview

Title Brief Description FOR AS OF

Prime Daily formative assessment to be administered at the Ē Ē

Times (5%) beginning of class on material from the previous class.
Questions will be taken up as a group, then collected for
formative assessment. Prime times will be completed in their
workbook. Completed prime times will be averaged to create
the grade

Quick This Quick Assessment will cover Properties of Graphs of Ē Ē

Assessment Quadratic Functions and quadratic relations. There will be
#1 maximum of 10 questions and this will be collected for
(5%) summative assessment while also being used to guide
students’ learning.

Quick This Quick Assessment will cover Factored Form of a Quadratic Ē Ē

Assessment Function. There will be maximum of 10 questions and this will
#2 be collected for summative assessment while also being used
(5%) to guide students’ learning.

Quick This Quick Assessment will cover Vertex Form of a Quadratic Ē Ē

Assessment Function and solving problems using Quadratic Function
#3 models. There will be maximum of 10 questions and this will be
(5%) collected for summative assessment while also being used to
guide students’ learning.

Unit Test Will summatively assess students learning through the unit. Ē
Standardized test with various depths of knowledge.

Observation Daily notes will be taken about students’ understanding, work Ē

/ Anecdotal ethic, questions. This notes will be used to guide future
Notes instruction and extra assistance if needed.
 
   
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

Unit Calendar 

Day 1: Unit Introduction

Learning Activities:​ Preview, Assumption Activity (what do you think?), Keyword (glossary) activity, Skill
Assessment, Closing Activity
Assessments:​ Observation/Anecdotal Notes

Day 2: 6.1 Exploring Quadratic Relations

Learning Activities:​ Prime Time, Guided Notes, Activity, Textbook Work, Closing Activity
Textbook Pages:​ Pg 324 (All)
Assessments:​ Prime Time, Observation/Anecdotal Notes, Textbook Work

Day 3: 6.2 Properties of Graphs of Quadratic Functions

Learning Activities:​ Prime Time, Guided Notes, Activity, Textbook Work, Closing Activity
Textbook Pages:​ Pg 333-336 (1, 2, 3, 4, 5, 7, 9, 11, 13, 15, 16, 17, 18, 19)
Assessments:​ Prime Time, Observation/Anecdotal Notes, Textbook Work

Day 4: 6.4 Vertex Form of a Quadratic Function

Learning Activities: ​ Review, Quick Assessment #2, Guided Notes, Textbook Work, Closing Activity
Textbook Pages:​ Pg 363-367 (2, 5, 8, 11, 12, 13, 15, 16, at least one of 17-19)
Assessments: ​Quick Assessment #2, Observation/Anecdotal Notes, Textbook Work

Day 5: 6.3 Factored Form of a Quadratic Function

Learning Activities:​ Prime Time, Guided Notes, Activity, Textbook Work, Closing Activity
Textbook Pages:​ Cont. from previous day. Pg 353 (All)
Assessments:​ Prime Time, Observation/Anecdotal Notes, Textbook Work

Day 6: Comparing Forms

Learning Activities: ​ Review, Quick Assessment #2, Guided Notes, Textbook Work, Closing Activity
Textbook Pages:

Day 7: 6.5 Solving Problems Using Quadratic Function models

Learning Activities:​ Prime Time, Guided Notes, Activity, Textbook Work, Closing Activity
Textbook Pages:​ Pg 376-381 (1, 3, 4, 5, 6, 7, 10, 11, 14, 15, 16, 17, 18)
Assessments:​ Prime Time, Observation/Anecdotal Notes, Textbook Work

Day 8: Review

Learning Activities:​ Review, Quick Assessment #3, Guided Notes, Textbook Work, Closing Activity
Textbook Pages:​ Pg 383 (All)
Assessments:​ Quick Assessment #3, Observation/Anecdotal Notes, Textbook Work
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

Day 9: Review

Learning Activities:​ Prime Time, Guided Notes, Activity, Textbook Work, Closing Activity
Textbook Pages:​ 386-388 (all)
Assessments:​ Prime Time, Observation/Anecdotal Notes, Textbook Work

Day 10: Unit Test

Learning Activities:​ Unit Test

Assessments:​ Unit Test
   
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

Tech Integration Calendar 

For each lesson, there is an identified tech integration, however throughout, students should be
encouraged to use their calculators to prepare them for summative assessment. Also, a formal lesson
should accompany the technology.

Day 1: Unit Introduction Tech Integration

Lesson Objectives: Desmos Classroom Activity (Will It Hit the Hoop?) - 30 minutes
➔ Demonstrate previous https://teacher.desmos.com/activitybuilder/custom/56e0b6af013382
knowledge of Quadratic 2106a0bed1
Functions - Students can complete this acitivty as a group or individually
➔ Create assumptions about - All students will need a laptop
Quadratic Functions - Students do not need to be familiar with forms of quadratic
equations.
- Access prior knowledge on linear lines.
- Serves as a great introduction with videos and yes/no
questions.
- Provides teacher with understanding of their possible prior
knowledge or understandings
- Scaffolds understanding, displays prior answers so students
can correct their assumptions
- Encourages students to share their answers and shares other
students responses with
- Shows students what really happened
- Extends thinking to the components of the parabola
- No right or wrong answer!

Day 2: 6.1 Exploring Quadratic Tech Integration

Relations

Lesson Objectives: Desmos Classroom Activity (Polygraph: Parabolas) - 30 minutes

➔ Build vocabulary applicable https://teacher.desmos.com/polygraph-parabolas
to quadratic functions. - Laptops or tablets, done in partners
- This activity could be included at the beginning or end of this
class.
- Students will work to develop vocabulary through this activity
and if done prior to the lesson, would allow students to try and
discover terms but if done after, could give students practice
with terminology.
- After a few rounds, teachers can play a teacher vs class round
(or two) with opportunities for great discussion and
introduction of vocabulary.
- Teachers can use the teacher dashboard to highlight good
questions.
- Does not include equations
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

Day 3: 6.2 Properties of Graphs of Tech Integration

Quadratic Functions (standard
form)

Lesson Objectives: Desmos Classroom Activity (Polygraph: Parabolas, Part 2) - 30 minutes

➔ Understand various https://teacher.desmos.com/activitybuilder/custom/574f12421390db
properties of quadratic 611564fa32
functions in standard form - Tablet or Laptop
- This activity could be done as a closing activity after the
properties of graphs are discussed so students can connect
informal language to formal language.
- This activity is best served when done individually.
- Student responses are submitted to teacher.
- Teacher can review responses and present answers to the
class for discussion.

Ti Emulator:
- Walk students through steps to calculate min/max (vertex),
find the intercepts,
- Display keystrokes

Assessment: GoFormative (Graphing Quadratic Equations)

Day 4: 6.4 Vertex Form of a Tech Integration

Quadratic Function

Lesson Objectives: Geogebra Graphing Calculator

➔ Demonstrate ability to - Can be done as a group on IWB or individual devices.
identify characteristics of - Input: y=a, create slider, then manipulate that expression to
quadratics y=a(x-h)^2+k and create the h and k sliders.
➔ Understand various - On IWB, or individual student devices, manipulate the sliders to
characteristics of vertex answer the following questions
form of quadratics - Describe what happens to the graph when you change the h
value. K value? A value?
- Adjust the a value and h value, does this affect the number of
x-intercepts? Adjust the a value and k value, does this affect
the number of x-intercepts?
- If I have a positive k value and negative a value, how many
x-intercepts will i have?
- If i have a positive k value and positive a value, how many
x-intercepts will I have?
- If I have a negative k value and negative a value, how many
x-intercepts will I have?
- If I have a negative k value and positive a value, how many
x-intercepts will I have?
- When will I have only 1 x-intercept?
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

- Create a new graph. Give students an equation but instruct

them to NOT input the equation.
- Go to the shapes
- Instruct students to plot the vertex, label
- Instruct students to plot the y-intercept, label
- Instruct students to use the Axis of Symmetry (h value) to
plot an additional point (same y-value of the y-intercept),
label
- Instruct students to input the equation into the graph and see
if their points match.
- As a group: display a graph on the board, but do not display the
equation.
- Instruct students to write an equation in vertex form.

Day 5: 6.3 Factored Form of a Tech Integration

Quadratic Function

Lesson Objectives: Desmos Calculator

➔ Understand characteristics - Can be done as a group on IWB or individual devices.
of Factored Form - Input: y=a(x-r)(x-s), create all sliders
- Set sliders to each be at 1
- Have students investigate what happens when they move the
sliders individually. Possible prompts
- If you just move the r slider, what happens to the
parabola?
- If you just move the s slider, what happens to the
parabola?
- If you just move the a slider, what happens to the
parabola?
- Next, have students manipulate the sliders, write down the
equation by substituting the slider values into the formula and
answer the following questions:
- What are the x-intercepts?
- What is the y-intercept?
- What is the vertex? How did you find it?
- Instruct students to set the r and s sliders at the same point,
What happens?

Day 6: Comparing Forms Tech Integration

Lesson Objectives: Match my Parabola (30 minutes)

➔ Compare various forms of - Students can do this activity individually or in groups.
quadratic functions - This activity will draw on the students ability to manipulate
➔ Convert from factored and equations to plot graphs when given points. Ability to
vertex form to standard manipulate equations
form. - Will stretch their learning and understanding, students can
self-correct as the activity progresses
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

Quizlet Live!
- https://quizlet.com/_4orpof
- Consider using this Quizlet as a LIVE to engage your
students in converting from vertex or factored to
standard form.
- Ensure you display the TERM and answer with the
DEFINITION

Day 7: 6.5 Solving Problems Using Tech Integration

Quadratic Function models

Lesson Objectives: Use any software (Ti Emulator, Desmos, Geogebra) to assist in solving
➔ Apply knowledge of word problems.
quadratic functions to word
problems Assessment:
➔ Demonstrate knowledge of https://quizizz.com/admin/quiz/5abb866587f46e00193d0b81
factored and vertex form.

Day 8: Review Tech Integration

Lesson Objectives: Desmos Classroom Activity (Marble slides) - 45 minutes

➔ Review how the https://teacher.desmos.com/marbleslides-parabolas
characteristics of quadratic - Students should work in pairs
functions affects graphs - Works with tablets or laptops
➔ Identify components of - focus is on Vertex form, so ensure to review factored form as
quadratic functions well.
- students will be walked through the activity and manipulate the
equations to ensure they hit the stars.
- teachers can track progress and ideas.

Day 9: Review Tech Integration

Lesson Objectives: Desmos Classroom Activity (Card Sort Parabolas) - 30 minutes

➔ Review how the - Students can do this as a group or individually
characteristics of quadratic - Tablets or laptops
functions affects graphs - Good activity to review characteristics of quadratics.
➔ Identify components of
quadratic functions

Day 10: Unit Test

Students should be able to comfortably use their calculators.

  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan
  
Math 20-2 
Quadratic Functions Unit Plan 
Mikayla Kwan

Assessment

Below you will find possible forms of formative and summative assessment for this unit. All of the links are created
by other users, however you can manipulate them to fit your needs.

https://create.kahoot.it/details/algebra-attributes-of-quadratic-functions/7150330c-f9fd-4ef4-8f77-263606c36
38c
https://quizizz.com/admin/quiz/57cb873ebff73cd7c69b6913
https://quizizz.com/admin/quiz/5aafa4f5a99475001e4aded8

GoFormative (links unavailable, however titles can be searched in library)

- Graphing Quadratic Functions
- Quadratics: Vertex & Factored Form

In addition to the links provided, this unit would be well served through any audience response systems as the unit
is highly focused on identifying characteristics. Also, with the use of Desmos Classroom activities, teachers are able
to engage in regular formative assessment through the teacher dashboard.