Unit Design Template

Theme: Quadratic equations

Essential Questions: Knowledge & Skills:

What kind of processes do we use when we look for patterns? What is gained by having a MLR-- F. Measurement
mathematical expression in its simplest form? Why can some equations have more than one Students will understand and demonstrate measurement skills.
solution? What is the difference between a linear rate of change and a nonlinear rate of Students will be able to derive and use the distance formula.
change? What are the connections between the shape of a parabola and the quadratic
equation that defines it? How do quadratic equations arise as identifiers of physical actions MLR-- H. Algebra Concepts
and features? Students will understand and apply algebraic concepts.
Students will be able to:
1. formulate and solve equations and inequalities.
Enduring Understandings:
2. analyze and explain situations using symbolic representations.
Quadratic equations, discovered by the Babylonians around 3000 BC, express relationships
CBHS-- Algebra II, Standard 4
that govern a multitude of events and features that are found everywhere in the world
Students will be familiar with quadratic functions, their curves, and be able to use them to
around us.
model real world situations.
Parabolas are plane curves whose behaviors model many actions and features of our world
NCTM-- Problem Solving, Grades 9-12.
and whose shapes can be determined by quadratic equations.
Students will be able to solve problems that arise in mathematics and in other contexts.
Mathematical expressions can be written in more than just one way, so their design and
NCTM--Algebra Standard, Grades 9-12
behavior can be examined under different light in order to reveal information that’s useful in
Students will be able to:
different situations.
1. write equivalent forms of equations, inequalities, and systems of equations and solve
them with fluency.
Tools & Resources: 2. analyze functions of one variable by investigating rates of change, intercepts, zeros,
1. Music asymptotes, and local and global behavior.
2. Lecture notes.
3. Formative Assessments Assessments (On-going & Final):
4. TOOLBOX (material that supports continued development of fundamental concepts) 1. Find factors, common factors and greatest common factors of numbers.
5. THINKBOX (material that supports efforts to exceed expectations) 2. Factor polynomial expressions and quadratic trinomials.
6. Internet research: 3. Form a quadratic equation that represents a real-world scenario.
a. http://mathforum.org/dr.math/faq/faq.learn.factor.html 4. Solve a quadratic equation that represents a real-world problem.
b. http://mathforum.org/library/drmath/sets/select/dm_prime_factors.html 5. Graph a parabola that represents a real-world behavior or feature.
c. http://mathforum.org/library/drmath/view/63032.html 6. Determine features of a real-world problem by analyzing the parabola and quadratic
d. http://mathforum.org/library/drmath/sets/select/dm_lcm_gcf.html equation that define that problem.
e. http://mathdemos.gcsu.edu/mathdemos/family_of_functions/conic_gallery.html 7. Write about the way quadratic equations describe different examples of natural and
f. http://en.wikipedia.org/wiki/Parabola artificial phenomena.
g. http://www.geogebra.org/en/wiki/index.php/Conic_Sections
8. Present a comparison of processes governed by linear and nonlinear relationships,
h. http://mathworld.wolfram.com/QuadraticEquation.html including graphs and the data sets belonging to them.
i. http://mathworld.wolfram.com/PrimeNumber.html
j. http://www.wolframalpha.com/