Title of Unit Quadratic Equations Grade Level 20-1

Subject Mathematics Time Frame 9 Days

Developed By Samantha Beyak

Stage 1 - Identify Desired Results

Learning Outcomes

GLO - Develop algebraic and graphical reasoning through the study of relations.
SLO - 1. Factor polynomial expressions of the form:
 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers.
[CN, ME, R]
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]

5. Solve problems that involve quadratic equations.
[C, 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.
Cross Curricular Competencies:

 Critical Thinking
 Problem Solving
 Managing Information

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 equations?
 How can we use quadratic equations in order to find out important information?

Stage 2 – Assessment
Established Goals – GLO(s):
GLO - Develop algebraic and graphical reasoning through the study of relations.
SLO - 1. Factor polynomial expressions of the form:
 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers.
[CN, ME, R]
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]
5. Solve problems that involve quadratic equations.
[C, 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  How can we use quadratic equations in order
analyzing an equation in the form of to find out important information?
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  Relate graph characteristics to realistic
real world and theoretical problems. events
 How graphs and equations are bounded  Use information from a quadratic equation to
through specific characteristics and the draw accurate graphs.
application of showcasing events  Determine simple quadratic equations from a
through parabolic modeling. given graph.
 Apply completing the square and  Use factoring skills and completing the square to
factoring to determine graphical determine graphing elements.
elements of quadratic equations.
 Model real life events through creating
the appropriate quadratic equation that
reflects elements such as
maxima/minima.
 Assessment Evidence
Pre-Assessment

Coming off of the Quadratic Functions unit, students already have a strong understanding of
functions in vertex and standard form, and how to convert back to each using completing the
square. We will review how to factor binomials and trinomials, which are an important aspect
within the Quadratic Equation unit. Students will be given an exit slip first day with a few
equations to factor, in order for my understanding of where they are in regards to factoring.
Quizzes, Tests, Assignments Performance Tasks, Projects

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

 Review Assignment projects. This unit will be entirely assessed by
 Quiz assignments, quizzes and a unit exam.
 Unit Test
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
Daily 4.1 4.2 4.3 Review
Title Exit Slips 4.4 Homework Assignment Quiz Unit Test
Question Homework Homework Homework
Type Formative Formative Formative Formative Formative Summative Summative Summative
(Formative/Summative) Formative
Learning
Weighting - - 5% 15% 80%
Outcomes -

Taxonomic R, U, Ap,
R, U R, U R, U, Ap R, U, Ap, An, E R, U, Ap, An, E
Level An, E

Factor polynomial
expressions of the form:
 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠
0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) +
𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2
X X X X X X X X
 𝑎2 (𝑓(𝑥)) −
2
𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0,
𝑏≠0
where a, b and c are
rational numbers.
[CN, ME, R]

Analyze quadratic functions

of the form y = ax2 + bx +
c to identify characteristics
of the corresponding graph,
including:
 vertex
 domain and range X X X X X X X
 direction of
opening
 axis of symmetry
 x- and y-intercepts
and to solve
problems.
5. Solve problems that
involve quadratic
equations.
X X X X X X X X

Remembering & Analyzing, Evaluating,

Set Theory Content Applying Totals
Understanding Creating
Graphical Solutions of Quadratic Equations
15% 5% 0% 20%
(1 day)
Factoring Quadratic Equations (2 day) 5% 10% 5% 20%

Solving Equations by Completing the Square (1 day) 5% 15% 0% 20%

The Quadratic Formula (1 day) 5% 10% 5% 20%

Quadratic 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
Exit Slips needs to be touched on again. Depending on X X
necessity and benefit to student, I may give
them back for them to see or I may keep
them.

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 10%
of their grade, just past halfway through the
Quiz unit. This quiz will be focused around factoring X
to determine solutions of quadratic equations,
including word problems.
 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
Equations. 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 80% 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 Quadratic Functions unit and we are now moving into the topic of
Quadratic Equations. Students will build on the information learned in the previous units to solve questions relating to Quadratic Equations, which is
especially helpful as the Functions and Equations units have many similar concepts. 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:

The desk arrangement within the classroom depends on the day, and the lesson. They could be in rows, in pairs, in pods, depending on what the lesson
needs, and whether it’s a quiz day. Those students who require time out of the classroom are welcome to take time when they need it by just giving a
signal. Students are encouraged to work together when given time to do so. The desks will be arranged accordingly to accommodate for partner work.
There will be extra resources for students use at the front of the room, including unit calendar, note packages, and review assignments.

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 Activities
# Lesson Title Resources

SLO - 1. Factor polynomial expressions of the form: Unit Assignment

Factoring  2
𝑎𝑥 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0 Outline
Review/
Graphical  𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0 Note Package
1 2
Solutions of  𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
Quadratic 2 2 Textbook
Equations  𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers. Exit Ticket
 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.
5. Solve problems that involve quadratic equations.
Activities
 introduction of the unit.
 Graphing quadratic equations with technology.
 Review of factoring
o GCF
o simple trinomials
o complex trinomials
o difference of squares

Assessment
 discussion/questioning – formative
 exit ticket – factoring two different quadratic functions – formative
 textbook questions – summative

SLO – 1. Factor polynomial expressions of the form:

 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers.
4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
Factoring
graph, including: Textbook
2 Quadratic
 vertex
Equations
 domain and range Exit Ticket
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.

5. Solve problems that involve quadratic equations.

 Activities
 finding solutions to quadratic equations algebraically by factoring
o simple and complex trinomials
o difference of squares
 determining a quadratic equation given the roots in both binomial and standard form.

Assessment
 discussion/questions – formative.
 Exit ticket – finding solutions to two quadratic equations by factoring – formative.
 Textbook questions – summative.

SLO – 1. Factor polynomial expressions of the form:

 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers.
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
Factoring  x- and y-intercepts and to solve problems.
3 Quadratic
Textbook
Equations 5. Solve problems that involve quadratic equations.

Activities
 warm up with factoring complex/difference of squares equations to find solutions.
 Introduce finding solutions to a trinomial with an a value of a fraction.
 Introducing finding solutions to an equation by using variable substitution.
 Finding solutions to equations within word problems.
 Finding solutions to word problems by developing the equation from information within the word
problem.

Assessment
 Discussion/questions – formative
 Textbook questions – summative
 SLO – 1. Factor polynomial expressions of the form:
 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers.
4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
graph, including:
Speed Dating
Quadratics  vertex
Review
4 Equations Quiz  domain and range
 direction of opening
Quiz
 axis of symmetry
 x- and y-intercepts and to solve problems.

5. Solve problems that involve quadratic equations.

Activities
 speed dating review game.
 quiz on solving quadratic equations by factoring.

Assessment
 Quiz – summative.

SLO – 1. Factor polynomial expressions of the form:

 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
Solving where a, b and c are rational numbers. Textbook
Equations by
5 4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
Completing the Exit Ticket
graph, including:
Square
 vertex
Worksheet
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.

5. Solve problems that involve quadratic equations.

 Activities
 using our knowledge of factoring and completing the square, we’ll use it to find solutions to quadratic
equations.
 How to simplify radicals when necessary
 Using ‘completing the square’ of quadratic equations to solve word problems.
Assessment
 Discussion/questioning – formative
 Exit ticket – showing how to complete the square to determine solutions of a QE – 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.

5. Solve problems that involve quadratic equations. Textbook

The Quadratic
6 Activities
Formula
o introducing the quadratic formula Exit ticket.
 determinant
 how to use determinant to help determine solutions.
o Using the quadratic formula to find solutions of quadratic equations.
o Using the quadratic formula to find solutions within word problems.

Assessment
 Discussion/questions – formative
 Exit ticket – using the quadratic equation to determine solutions – formative.
 Textbook questions – summative.


SLO – 1. Factor polynomial expressions of the form:

 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
Quadratic Word  𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0 Word Problem
7 2
Problems  𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0 Worksheet
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers.
 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.
5. Solve problems that involve quadratic equations.
Activities
 using our techniques and strategies learned to solve word problems
o factoring of simple/complex trinomials
o difference of squares
o completing the square
o the quadratic formula.
 How to determine when you use a certain type of solving method – depending on what the question is
asking.
Assessment
 discussion/questions – formative
 review worksheet – summative.

SLO - 1. Factor polynomial expressions of the form:

 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers.

4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
8 Review graph, including:
 vertex
 domain and range
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.

5. Solve problems that involve quadratic equations.

Activities
 review activity -
 in class work time for review assignment.
 Assessment
 discussion/questions – formative
 review assignment – summative.

SLO – 1. Factor polynomial expressions of the form:

 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
 𝑎2 𝑥 2 − 𝑏 2 𝑦 2 , 𝑎 ≠ 0, 𝑏 ≠ 0
2
 𝑎(𝑓(𝑥)) + 𝑏(𝑓(𝑥)) + 𝑐, 𝑎 ≠ 0
2 2
 𝑎2 (𝑓(𝑥)) − 𝑏 2 (𝑔(𝑦)) , 𝑎 ≠ 0, 𝑏 ≠ 0
where a, b and c are rational numbers.
4. Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding
graph, including:
Quadratic
 vertex
9 Equations Unit Unit Test
 domain and range
Test
 direction of opening
 axis of symmetry
 x- and y-intercepts and to solve problems.

5. Solve problems that involve quadratic equations.

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

Assessment
 Unit test – summative.