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situations, as well as model them with tables, graph, and rules and identify the

domain and range of the function/situation.

Students will be able to identify the vertex from the table, graph, rule, and

situations, as well as explain what they mean in the context.

Students will be able to find the constant second difference in a quadratic table,

and relate it to the leading coefficient in the rule.

Students will be able to relate characteristics of the table, graph, and rule of

quadratic situations to each other, and to the situation they come from.

Students will be able to simplify quadratic rules, as well as convert between

standard and vertex forms.

Concept Map

Title of Unit

Curriculum Area

Quadratic Functions

Algebra

Developed By

Grade Level

Time Frame

10th Grade

Approximately 12 assignments,

Approximately 4-5 weeks

Isaac Frank

Content Standards

High School: Algebra

SSE.A.2: Use the structure of an expression to identify ways to rewrite it.

SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

APR.B.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

CED.A.1: Create equations and inequalities in one variable and use them to solve problems.

High School: Functions

IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

IF.C.7.A: Graph linear and quadratic functions and show intercepts, maxima, and minima.

IF.C.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

BF.A.1: Write a function that describes a relationship between two quantities.

Standards for Mathematical Practice

CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4: Model with mathematics.

CCSS.MATH.PRACTICE.MP6: Attend to precision.

CCSS.MATH.PRACTICE.MP7: Look for and make use of structure.

CCSS.MATH.PRACTICE.MP8: Look for and express regularity in repeated reasoning.

Understandings

Overarching Understanding

Students will be able to recognize when a situation is quadratic, as opposed

to linear.

Students will understand the coefficients in a quadratic rule (in both vertex

and simplified form).

Students will be able to explain how the coefficients in a quadratic rule

relate to a situation (in both vertex and simplified form).

Students will be able to explain how the coefficients affect the table and

graph of the rule (in both vertex and simplified form).

Essential Questions

Overarching

How can I identify a quadratic

function?

What is the vertex, and what

does it represent in this

situation?

What is the maximum, and

how do you know?

Why is the graph symmetrical?

How does squaring make it

this way?

Topical

What does it mean to multiply

two lines (or a line by x)?

Why isnt there a constant rate

of change in quadratic

functions?

How can I find the vertex of

this quadratic?

How can I simplify/change the

form of this quadratic rule?

What does the (leading)

coefficient mean and how

does it affect the graph and

table?

Is there an easy way for

finding the

minimum/maximum of a

function?

Related Misconceptions

Students may have difficulty understanding what our introduction of

quadratic equations (multiplying a linear function ax+b by x) means and

how and why we would do it. They may also have trouble understanding

how to find the vertex of a quadratic, since we do not want to emphasize

the formulaic procedures (primarily, -b/2a).

Objectives

Skills

Knowledge

When to use a quadratic function to model a situation

How the characteristics of a graph or table relate to the situation

How the coefficients/constants affect the functions ax2+bx+c and a(xh)2+k (a, b, and c; or a, h, and k, respectively)

Why quadratic functions have symmetry in their tables and graphs

Model a quadratic situation

Identify the vertex on a (quadratic) table or graph, or from the

situation

Find the min/max/vertex in a given situation or from a quadratic

rule (in simplified form)

Find the constant second difference on a table to identify a

quadratic function

Simplify a quadratic rule

Convert between simplified and vertex forms of a quadratic rule

Performance Task Description

Goal

Role

Audience

Situation

Product/Performance

Standards

Assess the students: understanding of the coefficients/constants in a quadratic rule, and how they affect the

graph and table of the rule; ability to find the vertex of a quadratic rule; ability to to convert a rule between

simplified and vertex forms; ability to model a quadratic situation; ability to simplify a rule into simplified

and/or vertex forms; understanding of a quadratic functions symmetry; understanding of the properties of

quadratic funcitons

End of unit test

Myself, Craig Huhn (mentor teacher)

Summative unit exam (taken during regular class period)

Test

SSE.A.2: Use the structure of an expression to identify ways to rewrite it.

SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

CED.A.1: Create equations and inequalities in one variable and use them to solve problems.

IF.C.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

BF.A.1: Write a function that describes a relationship between two quantities.

Other Evidence

Both Craig and I will assess much of the evidence of student learning in day-to-day interactions and conversations with students, as well as

class discussions. We will also use warm-ups to quickly check where students are at with their understanding of learning targets, as well as

possible giving one or two quizzes. At the end of the unit, students will also get credit for the day-to-day work they have been doing on the

tasks we have handed out by handing in their unit packet.

Concept in

Unit

Properties of

Squaring

Lesson Topic

Introducing

quadratics by

multiplying

ax+b by x

Lesson Learning

Objective

SWBAT model a linear

situation (sales vs. price)

and use it to create a

quadratic model (revenue

vs. price).

Properties of

x2

relationships, and

characteristics of the table

and graph of x2.

Comparing x2

to (x-h)2

relationships, and

characteristics of the table

and graph of (x-h)2

(specifically, (x-5)2), and

relate them to properties,

relationships, and

characteristics of x2.

SWBAT describe patterns,

relationships, and

characteristics of the table

and graph of a(x-h)2 (for

this task, -2(x-5)2), and

relate them to properties,

relationships, and

Comparing

a(x-h)2 to (xh)2

contributes to unit-level objectives

This lesson has students modeling a

linear situation in the form of

sales=a(price)+b, and then using it to

create a quadratic function,

revenue=(sales)(price)=[a(price)+b]

(price).

This lesson has students starting to

recognize general patterns,

relationships, and characteristics of

the tables and graphs of quadratic

functions, as well as making a table

and graph for f(x)=x2.

This lesson has students building on

the understandings of patterns,

relationships, and characteristics of

the tables and graphs of quadratic

functions, while also realizing that

the center is at h (in this case, 5)

instead of at 0, but the function still

has the same 2nd rate of change.

This lesson has students building on

the understandings of patterns,

relationships, and characteristics of

the tables and graphs of quadratic

functions, while also realizing that

the a value changes the 2nd rate of

change, affecting the narrowness

Assessment activities

Assignment (iPod Market Research),

small group work, class discussion on

assignment

Table, graph, descriptions of patterns in

both

Writing a rule

Assignment (Properties of Squaring),

small group work, class discussion on

assignment

Table, graph, descriptions of patterns in

both

Assignment (Properties of Squaring II),

small group work, class discussion on

assignment

Table, graph, descriptions of patterns in

both

Continued), small group work, class

discussion on assignment

Table, graph, descriptions of patterns in

both

Comparing

a(x-h)2+k to

a(x-h)2

Vertex Form

Introduction

to vertex form

Understandin

g vertex form

Simplifying

rules/convertin

g to vertex

form

characteristics of x2 and

(x-h)2.

numbers are made negative, flipping

the graph upside down.

relationships, and

characteristics of the table

and graph of a(x-h)2+k

(for this task, -2(x5)2+15), and relate them

to properties,

relationships, and

characteristics of x2, (xh)2, and a(x-h)2.

SWBAT find the vertex

for a quadratic from a rule

in vertex form.

the understandings of patterns,

relationships, and characteristics of

the tables and graphs of quadratic

functions, while also realizing that

the outputs (and graphs) are shifted

up or down by k.

Continued), small group work, class

discussion on assignment

Table, graph, descriptions of patterns in

both

vertex of a parabola from a rule in

vertex form without graphing the

function or creating a table.

This lesson has students finding the

vertex of a parabola from a rule in

vertex form without graphing the

function or creating a table, as well

as making generalizations about the

how coefficients affect the graphs.

These lessons have students

simplifying quadratics and critiquing

the (made up) work of others to find

errors in their simplification

processes.

This lesson has students simplifying

quadratic rules and then finding the

vertex from the rules in standard

form.

This lesson has students either

simplifying the vertex form into

work, class discussion on assignment

Finding the

vertex in

standard form

for a quadratic from a rule

in vertex form, as well as

explain how the

coefficients (a, h, k) affect

the graph.

SWBAT simplify

quadratic rules to standard

form, as well as critique

others reasoning and

work.

SWBAT find the vertex

from quadratic rules in

standard form.

Switching

forms

standard and vertex forms

Standard form

small group work, class discussion on

assignment

Simplifying Practice), small group work,

class discussion on assignment

Assignment (Finding Vertices), small

group work, class discussion on

assignment

Assignment (Switching Forms Practice),

small group work, class discussion on

Real world

examples

Applying

understanding

Properties of

squaring

Range

Test

of quadratic rules.

the standard form into vertex form.

assignment

quadratic situations using

their understandings of

quadratics that they have

developed throughout the

unit.

SWBAT describe the

range of quadratics based

on the rules

knowledge about quadratics to

examine real world quadratic

situations and draw conclusions and

make predictions about them.

small group work, class discussion on

assignment

Assignment (Limited Range), small

experiences working with quadratics group work, class discussion on

(and a linears) to determine the range assignment

of the functions

Name_______________________

Make sure to show all of your work and explain completely. Answer every question, and be sure not to

spend too much time on one problem. Feel free to skip around, but make sure you attempt all problems.

If you get done before the time is up, use your calculator to verify or check your answers.

1)

2

Given the function f ( x) 4 x 15 x 10 , answer the following questions:

a. Does the graph of the function open up or open down? How do you know based on the

coefficients (numbers in the rule)?

b. What is the pattern in the table? How do you know based on the coefficients (in other

words, without having to make the table)? {Specific numerical detail of pattern(s) will earn full

credit. General descriptions will receive partial credit.}

c.

Give the coordinates for the vertex, and show how you found it.

2)

2

Given the function g ( x) 4( x 15) 10 , answer the following questions:

a. Does the graph of the function open up or open down? How do you know based on the

coefficients (numbers in the rule)?

b. What is the table pattern? How do you know based on the coefficients?

c. Give the coordinates for the vertex, and explain how you found them.

3)

Student government gathered data over several years to see how much they should charge for

prom tickets. The first year they start keeping track the price of prom was $10 and 76 students

attended. They found that as the price of the tickets increased by $5, the number of people willing

to buy a ticket decreased by 7.

a. Fill in the table below:

Ticket Price

Number that

attended

$10

76

$15

$20

$25

$30

b. Write a rule that calculates the number that attended given the ticket price.

c. Student government wants to bring in as much money as they can from ticket sales so they

are most concerned with the highest possible revenue. Fill in the total revenue column for

the table below. Show how you found at least two of the values.

Ticket Price

$10

$15

$20

$25

$30

Total

Revenue

d. Write a rule for the total income as a function of the price, and simplify it to get it into

simplified form.

e. Use your rule to find what price they should set to make the most income. Show your

work.

4)

2

Consider f ( x) 2( x 5) k . Name at least two things that are true about the graph of all

parabolas whose rule is this form.

5)

Weve seen that quadratic functions have symmetry in the table and the graph. Explain why and

use an example to illustrate your explanation.

6)

7)

A classmate says, Parabolas always have either one or two x-intercepts. Do you agree with

him/her? Justify your response.

8)

Extra Credit: Write a rule whose graph is a parabola with a y-intercept at (0, -6) and opens up.

9)

Extra Credit: Find the vertex for f(x) = (3x 8)(x 2) + 3(x 1) 13x2 and explain how you

got it without searching on the table.

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