Title of Unit Quadratic Functions Grade Level 20-1

Subject Mathematics Time Frame 8 Days

Developed By Samantha Beyak

Stage 1 - Identify Desired Results

Learning Outcomes

GLO - Develop algebraic and graphical reasoning through the study of relations.
SLO - 3. Analyze quadratic functions of the form y = a(x - p)2 + q and determine the:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts.
 [CN, R, T, V]
4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding graph, including:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.
 [CN, PS, R, T, V]

Big Mathematical Ideas

#6 - PROPERTIES: For a given set of numbers there are relationships that are always true, and these are the rules that govern arithmetic and algebra.

#9 - PATTERNS: Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in
predictable ways.

#10 - VARIABLE: Mathematical situations and structures can be translated and represented abstractly using variables, expressions, and equations.

#16 - TRANSFORMATIONS: Objects in space can be transformed in an infinite number of ways, and those transformations can be described and analyzed
mathematically.
Cross Curricular Competencies:

 Critical Thinking
 Problem Solving
 Communication

Essential Questions

 How can we model events with quadratic equations?

 What are the benefits and limitations of modeling with quadratic equations?
 What are some real life situations we could use quadratic functions?

Stage 2 – Assessment
Established Goals – GLO(s):
GLO - Develop algebraic and graphical reasoning through the study of relations.
SLO - 3. Analyze quadratic functions of the form y = a(x - p)2 + q and determine the:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts.
 [CN, R, T, V]

4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the

corresponding graph, including:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.
 [CN, PS, R, T, V]
Understandings: Essential Questions:
Students will understand …
 How can we model events with quadratic
 Completing the square is directly equations?
connected to interpreting a functions  What are the benefits and limitations of
graphical form. modeling with quadratic equations?
 Vertex, domain and range, direction  What are some real life situations we could
of opening, axis of symmetry and use quadratic functions?
intercepts can all be determined by
analyzing an equation in the form of
y = a(x-p)2+q.
 Vertex, domain and range, direction
of opening, axis of symmetry and
intercepts can all be determined by
analyzing an equation in the form of
y = ax2 +bx +c.
 Connection of quadratic equations to
graphical characteristics.
 Connection of graphs to real life
events.
 How coefficients affect a graph.

Students will know… Students will be able to…

 Interpret equations in the form of  Determine the vertex, domain and range,
y = ax2 +bx +c graphically and direction of opening, axis of symmetry and
relate the characteristics to real intercepts from equations in the form of
world and theoretical problems. y = ax2 +bx +c.
 Analyze quadratic equations to solve  Determine the vertex, domain and range,
real world and theoretical problems. direction of opening, axis of symmetry and
 Interpret equations in the form of intercepts from equations in the form of
y = a(x – p)2 + q graphically and y = a(x - p)2 + q.
relate the characteristics to real  Relate graph characteristics to realistic
world and theoretical problems. events
 Model corresponding simple equations from a
given graph.
 Assessment Evidence
Pre-Assessment

Coming off of the Series and Sequence unit, students already have an understanding of how
patterns develop and we can use the patterns to determine necessary information. Using these
patterns, we can determine equations which then we can develop further by determining different
qualities of the graphs these equations present.

Quizzes, Tests, Assignments Performance Tasks, Projects

 Textbook questions For this unit, there will be no performance tasks or

 Quiz projects. This unit will be entirely assessed by
 Unit Test assignments, quizzes and a unit exam.

Other Evidence Student self-assessment

Observation - During every lesson, Exit Slips – After I have had the chance to go over
observation will be used to gauge student the exit slips, I will give them back to the students
understanding during independent work so they have the opportunity to see their success,
times. or see where they made mistakes and how to fix
them for the future.
Discussion - Discussion will be used to
probe students thinking. Touching on as
many students as possible will assist me in
guiding the lesson whether slowing down
and focusing on current concepts or
moving onto new ones.

Exit Slips - Exit slips will be used

occasionally for formative assessment to
help me guide the following lessons, what
we can move past and what needs to be
touched on again by using either familiar
questions to the students, or straight
questions asking what they may be
struggling with.
 Assessments
3.1 3.1 3.2 3.3
Title Daily Question Exit Slips Quiz Unit Test
Homework Homework Homework Homework
Type Formative Formative Formative Formative Formative Summative Summative
(Formative/Summative) Formative
Learning Outcomes Weighting - 10% 15% 75%
-
Remembering, Remembering,
Understanding, Understanding,
Taxonomic Remembering, Remembering,
Remembering, Understanding, Applying Applying, Applying,
Level Understanding Understanding
Analyzing, Analyzing,
Evaluating Evaluating

Analyze quadratic functions of

the form y = a(x - p)2 + q and
determine the:
 vertex
 domain and range X X X X X X X
 direction of opening
 axis of symmetry
 x- and y-intercepts.

Analyze quadratic functions of

the form y = ax2 + bx + c to
identify characteristics of the
corresponding graph,
including:
 vertex X X X X X X
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts and
to solve problems.
 Remembering & Analyzing, Evaluating,
Set Theory Content Applying Totals
Understanding Creating
Investigating Quadratic Functions in Vertex Form
15% 5% 0% 20%
(1 day)
Determining Equations in Vertex Form (1 day) 5% 10% 5% 20%

Investigating Functions in Standard Form (1 day) 5% 15% 0% 20%

Completing the Square (1 day) 5% 10% 5% 20%

Problem Solving/Word Problems (1 day) 0% 10% 10% 20%

Total 30% 50% 20% 100%

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
As we work through daily lessons, students will
be engaged in discussion. I will use prompts
and different questions in order to deepen
conversation and further thought into the
Discussion/Questioning lesson topic. Throughout the activities and X
discussions, I will be observing the students
ability to problem solve and communicate their
understandings which will help guide future
lessons.
Exit slips will be used occasionally for formative
assessment to help me guide the following
lessons, what we can move past and what
needs to be touched on again. After I have had
the chance to go over the exit slips, should the
exit slip contain a question from the lesson, I
Exit Slips will give then back to the students and X X
together we will go through them so the
student has the opportunity to see their
success, or see where they made mistakes and
how to fix them for the future. When students
are able to reflect on their own achievements
or struggles, this helps with their success.
 After each lesson, students will receive
homework questions assigned out of their
textbooks. These assignments will help
students gain a better understanding of the
topics discussed in the daily lessons. The
assignments will help with solidification of
Homework Questions different concepts by practicing different X X
questions pertaining to each area. These
questions may be used as formative or
summative assessment. The answers for these
questions are at the back of the text so
students can check their own work as they go
to ensure they’re doing it correctly, or to adjust
what they’re doing to find the correct solution.
The students will be given one quiz worth 15%
of their grade, just past halfway through the
Quiz unit. This quiz will be focused around Vertex X
form and Standard form of Quadratic
Functions.
Students will be given a review package prior
to the unit test which touches on all concepts
worked on during the unit. Students will be
required to complete the package and hand in
Review Package X X X
on the day of the test. This will help students
gain a better understanding of what they need
to know by using questions they’ve seen, or
questions they may see on the upcoming test.
The unit exam will be used as a summative
assessment to test how much students
understand from the unit of Quadratic
Functions. The questions for this exam will be
very similar to the questions that were
Unit Test X
presented on the homework questions, the
quiz and the review package. There should be
no surprises to the students on this exam. The
unit exam will be worth 75% of their total mark
in the unit.
 Stage 3 – Learning Plan

Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

These students will be coming from Math 10C. These 20-1 students just finished the Series and Sequence unit and we are now moving into the topic of
Quadratic Functions. Students will build on the information learned in the previous units to solve questions relating to Quadratic Functions. They will also
use knowledge of equations, variables and data collection from previous courses and apply that knowledge to this upcoming unit. Students will be asked at
the beginning of the year whether they prefer more individual based learning or more lecture based learning. If student based learning was the majority
and worked for the first units, we will stick with that, but if it didn’t seem to be a success, this unit will be more lecture based. It is important to integrate
student interests as much as possible in order to maintain student engagement. As the semester goes on, we will have a good understanding of student
interest so far but we will continuously be getting to know students and learning more about what interests them which assists in integrating as many new
ideas as possible. 20-1 is a very fast paced, tight course but integrating interest will assist in student’s interest making the course more enjoyable.

Learning Environment:
As this is a high school classroom, the desks will be set up in pods. This gives students the ability to work together and learn from each other. There will be
extra resources such as writing utensils, paper, unit packages and textbooks for students to use in order for the least amount of delays and disruptions
during the class.

How will you engage students at the beginning of the unit? (motivational set)

During the first lesson, students will be asked which of them play sports and/or video games. I will ask students to elaborate on how they ensure accuracy
in these activities. I will then ask how they achieve immaculate accuracy in these events such as a hole in one for golf, or a perfect counter shot in popular
video games. I will then put an image of something along the lines of a ball being thrown in a hoop, or a golf ball flying through the air. I’ll then put an
image of a parabolic curve on the screen and ask students if there is any connection between how the ball flies through the air and the graph on the
screen. The connections being formed in the opening dialogue are for students to see parabolic curves being represented in real life situations.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities Resources

SLO – 3. Analyze quadratic functions of the form y = a(x - p)2 + q and determine the:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts.

Activities Unit Assignment

Investigating  introduction of the unit. Outline
Quadratic  introduction of vertex form and qualities of such
1
Functions in o vertex Note Package
Vertex Form o domain/range
o direction of opening Textbook
o axis of symmetry
o x/y intercepts
 how to find the qualities of a vertex form equation (with and without technology).
 how to graph a vertex form equation

Assessment
 discussion/questioning – formative
 textbook questions – summative

SLO –3. Analyze quadratic functions of the form y = a(x - p)2 + q and determine the:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts.
Determining
2 Equations in Activities Textbook
Vertex Form  continuing idea of vertex form, and how to use it to graph equations.
 Collecting necessary data from vertex form equation
 Collecting necessary data from graph of vertex form.
 Transformations, parameters, finding the vertex equations from given points, x intercepts.

Assessment
 discussion/questions – formative.
 Textbook questions – summative.
 SLO – 4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the
corresponding graph, including:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.
Investigating
Exit Ticket
Quadratic Activities
3
Functions in  introduction of standard form equations and how to find qualities (with and without technology)
Textbook
Standard Form o What a, b and c stand for within the equation.
 How to change vertex form into standard form.
 Word problems using standard form

Assessment
 Discussion/questions – formative
 Exit ticket – formative
 Textbook questions – summative

SLO – 3. Analyze quadratic functions of the form y = a(x - p)2 + q and determine the:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts.
4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
graph, including:
 vertex
 domain and range
Quadratics
 direction of opening
4 Functions Quiz Quiz
 axis of symmetry
 x- and y-intercepts and to solve problems.

Activities
 quiz on standard and vertex form equations.
 Depending on necessity:
o Continuation of lessons if not in line with lesson sequence
o Math riddles to finish off remaining time in class.

Assessment
 Quiz – summative.
 SLO – 4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the
corresponding graph, including:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.
Textbook
Completing the Activities
5 Exit Ticket
Square  factoring of trinomials
 how to complete the square of an equation.
Worksheet
 How to change standard form equations to vertex form.
 How to verify the validity of the change.

Assessment
 Discussion/questioning – formative
 Exit ticket – formative
 Textbook questions – formative/summative (depending).
 Worksheet – summative.

SLO –3. Analyze quadratic functions of the form y = a(x - p)2 + q and determine the:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts.
4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
graph, including:
 vertex
 domain and range
Quadratic
 direction of opening
6 Functions and Textbook
 axis of symmetry
Word Problems
 x- and y-intercepts and to solve problems.

Activities
 word problems using vertex/standard form equations.
 Using graph to find necessary information.
o Max/min
o Domain/range

Assessment
 Discussion/questions – formative
 Textbook questions – summative/formative (depending)
 SLO – 3. Analyze quadratic functions of the form y = a(x - p)2 + q and determine the:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts.
4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
graph, including:
 vertex
 domain and range
7 Review  direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.

Activities
 review of important concepts that pertain to unit test on following day.
 Individual/class wide work time.

Assessment
 discussion/questions – formative
 review worksheet – summative.

SLO – 3. Analyze quadratic functions of the form y = a(x - p)2 + q and determine the:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts.
4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
graph, including:
Quadratic
 vertex
8 Functions Unit Unit Test
 domain and range
Test
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.

Activities
 unit test on the quadratic functions unit – whole class time.

Assessment
 Unit test – summative.