Unit Title Quadratic Functions (note: Common Core moves Quadratics from Algebra II to Algebra I.

Algebra I. This unit is intended to help

with the transition from Arkansas Frameworks to Common Core)
Grade Levels 9-12
Subject /Topic Algebra II
Areas:
Key Vocabulary
Time frame
Designed by
District
School
Brief Summary of
Unit (including
curricular context
and unit goals)

Unit plan includes:

Completed template: Stages 1, 2, and 3 Completed blueprint for each performance task
Completed rubrics Directions to students and teachers
Materials and resources listed Suggested accommodations and extensions
Date of initial draft Date of revised draft
Unit has been peer reviewed Unit has been field tested
 Stage 1 Desired Results
ESTABLISHED GOALS Transfer
Students will be able to independently use their learning to…
Mathematical Practices: Use equivalent forms of quadratic equations to solve, graph, and make information from
Look for and Make Use of Structure real world problems more meaningful.
Model with Mathematics
Meaning
Use Appropriate Tools Strategically
UNDERSTANDINGS ESSENTIAL QUESTIONS
Common Core State Standards: Students will understand that… Students will keep considering…
AII.A.REI.4 * Solve quadratic equations in one variable.
b*. Solve quadratic equations by inspection (e.g., for 1. graphs of quadratics can be used to 1. How does thinking about a family of
x^2 = 49), taking square roots, completing the square, find key information useful in solving real- quadratic graphs help me model a wide
the quadratic formula, and factoring, as appropriate to world problems. variety of real-world situations?
the initial form of the equation. Recognize when the
quadratic formula gives complex solutions and write 2. The basic properties of Algebra can be 2. which form of the equation is most useful
them as a± bi for real numbers a and b.
used to create quadratic functions in for the given situation?
(C). complex solutions
more useful forms.
identify quadratic expression; perfect-square trinomial;
factor perfect-square trinomial; identify number of
solutions based on discriminant; solve quadratic 3. different solution methods exist, but 3. how can I strive towards efficiency when
equations all viable methods can be justified with a choosing a method to solve quadratic
finite set of mathematical properties. equations?
AII.N.CN.1
Know there is a complex number i such that i^2 = -1, 4. studying transformations allows us to
and every complex number has the form a+bi with a study ONE type of function and relate
and b real. that function to others, rather than treat
each type of function separately.
AII.N.CN.2 *
Use the relation i^2 = -1 and the commutative, Acquisition of Knowledge and Skill
associative, and distributive properties to add, subtract, Students will know… Students will be skilled at…
and multiply complex numbers. 1. the standard form of a quadratic. 1. writing quadratic equations in equivalent
(A). add , subtract 2. the vertex forms of a quadratic. forms including standard and vertex forms.
(B). multiply 3. the quadratic formula.
4. the formula for the discriminant. 2. solving quadratic equations with real
AII.N.CN.7 5. the implications of the discriminant. coefficients and complex solutions using
Solve quadratic equations with real coefficients that 6.. the parent function of the quadratic methods such as Square Root Property,
have complex solutions. family. factoring, completing the square, graphing,
7. the definition of i and Quadratic Formula.
AII.A.APR.3 * 8. key components of the graph of a
Identify zeros of polynomials when suitable
quadratic function. 3. interpret key features of graphs of
factorizations are available, and use the zeros to
construct a rough graph of the function defined by the a. roots quadratic functions.
polynomial. b. y-intercept
(C). polynomials for which factors are not provided c. vertex 4. write an explicit quadratic function given a
d. axis of symmetry graph, table, solutions, or description.
AII.F.IF.4 * e. focus
For a function that models a relationship between two f. directrix
quantities, interpret key features of graphs and tables in
terms of the quantities, and sketch graphs showing key
features given a verbal description of the relationship.
Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative;
relative maximums and minimums; symmetries; end
behavior; and periodicity. [Emphasize the selection of a
model function based on behavior of data and context.]
[Tasks have a real-world content. Tasks may involve
polynomial, exponential, logarithmic, and trigonometric
functions.]
(B). polynomial functions

AII.F.IF.7 *
Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using
technology for more complicated cases. [Focus on
applications and how key features relate to
characteristics of a situation, making selection of a
particular type of function model appropriate.]
c. Graph polynomial functions, identifying zeros when
suitable factorizations are available, and showing end
behavior. [Relate to the relationship between zeros of
quadratic functions and their factored forms.]

AII.F.BF.3 *
Identify the effect on the graph of replacing f(x) by f(x) +
k, k f(x), f(kx), and f(x+k) for specific values of k (both
positive and negative); find the value of k given the
graphs Experiment with cases and illustrate an
explanation of the effects on the graph using
technology. Include recognizing even and odd functions
from their graphs and algebraic expression for them.
[Use transformations of functions to find models as
students consider increasingly more complex situations.
Note the effect of multiple transformations on a single
graph and the common effect of each transformation
across function types.][Tasks may involve polynomial,
exponential, logarithmic, and trigonometric functions.
Tasks may involve recognizing even and odd functions.]
(A). polynomial functions
(E). recognize even and odd functions

AII.G.GPE.2
Derive the equation of a parabola given a focus and
directrix.
[The directrix should be parallel to a coordinate axis.]

Stage 2 – Evidence
Evaluative Criteria Students will show their learning by…
Performance is judged in terms of … PERFORMANCE TASK(S):
Effective Given a particular real-world situation, students will develop an appropriate (quadratic) model
Modeling and draw conclusions and make recommendations based on the model.
Accuracy OTHER EVIDENCE:
Efficiency  (20point) quizzes: Homework quizzes will be given one per week to assess
understanding of homework.
 (100point) test: A test will be given at the end of the unit.
STUDENT SELF-ASSESSMENT AND REFLECTION:
 Students will compare their completed homework assignments with each other’s work
or with the teacher’s key.
 Students will correct any missed problems and make notes to themselves regarding
 why the problem was missed (arithmetic error, process error, understanding error…)
 Students will complete Exit Tickets describing any “ah-ha” moments or gaps related to
the lesson.
Assessment Task Blueprint
What understanding or goals will be assessed through this task?

Through what authentic performance task will students demonstrate understanding?

What student products and performance will provide evidence of desired understanding?
 Selected response
 Academic prompt
 Questions and Answer
 Constructed response
 Observation
 Work Sample

By what criteria will student products and performances be evaluated?

 Homework will be graded in class each day by stating answers out loud, placing work on the board, or peer reviewing in cooperative
learning groups
 Homework quizzes will be graded on mathematical reasoning, accuracy, and presentation of work.
 Unit test will be graded on mathematical reasoning, accuracy, and presentation of work.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction
(Designed for Acquisition, Meaning-Making, Transfer)
W hy or Where
Many real-world situations can be described using quadratics. Studying quadratics (2 nd-degree polynomial) lays the foundation for studying
higher-order polynomial functions.

H ook (could be a question they would argue about)

Will it Hit the Hoop? Dan Meyer http://blog.mrmeyer.com/2010/wcydwt-will-it-hit-the-hoop/
Mars Landing http://www.space.com/16265-7-minutes-of-terror-curiosity-rover-s-risky-mars-landing-video.html
 More quadratics: http://mathprojects.com/tag/quadratic-equations/ goes with Mars landing above

E quip, explore, experience, enable

patty paper folding focus & directrix http://www.mathwarehouse.com/quadratic/parabola/focus-and-directrix-of-parabola.php
egg launch (review) http://illuminations.nctm.org/Lesson.aspx?id=2650
Princess Dido (maximize area) http://illuminations.nctm.org/dido/
Popsicle stick catapult http://algebrafunsheets.com/blog/category/quadratic-equations/
Compare interest rates (from Mr. Maxwell
MathShell http://map.mathshell.org/materials/lessons.php

R ethink, reflect and revise

E valuate Quizzes and Tests
T ailored
O rganized

Possible assignment: good application questions (level 3) http://www.jamesrahn.com/algebra/Pdf%20Files/Performance%20Assessment

%20Questions%20onQuadratics1.pdf