QUADRATIC FUNCTIONS

Unit and Assessment Plan

MEGAN MCCLARY
30001602
University of Calgary
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Contents
Unit Overview........................................................................................................................................... 2
Timeline .................................................................................................................................................... 7
Introduction to Quadratics ........................................................................................................................ 8
Investigating Transformations ................................................................................................................ 11
Characteristics of Graph of Equation a(x-p)^2+q ................................................................................... 14
Graphing a Given Equation Using Transformations and Characteristics ............................................... 17
Finding an Equation From a Given Graph, Transformations, or From Characteristics of the Graph ..... 19
Intro to general form, Completing the square part 1 ............................................................................... 21
Completing the square part 2 .................................................................................................................. 22
Characteristics and sketching general form ............................................................................................ 23
Applications ............................................................................................................................................ 24
Unit Test ................................................................................................................................................. 26
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Unit Overview
Name: Quadratic Functions

Grade: 11 (Math 20-1)

Number of lessons: 10 (including Unit Test)

Estimated Time in Weeks: 2

Overview:

This unit is an introduction to quadratic functions and their equations written in vertex and
general forms for students of Math 20-1 (Grade 11 Pre-Calculus). Students should already be
familiar with linear functions and their different kinds of equations, systems of linear equations,
domain and range, and x- and y- intercepts. This unit is a foundation for Math 30 concepts such
as polynomials and exponential functions, and Math 31 concepts of curve sketching and
optimization. An understanding of quadratic equations is helpful for Physics 20 (Unit A:
Kinematics and Unit D: Oscillatory Motion) and Chemistry 30 (Unit D: Equilibrium).

Connections to the Math 20-1 Alberta Program of Studies:

Relations and Functions General Learning Outcome: Develop algebraic and graphical reasoning
through the study of relations

Relations and Functions Specific Learning Outcome 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.
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Relations and Functions Specific Learning Outcome 4: Analyze quadratic functions of the form
y = ax 2 + 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.

Student outcomes:

Students will understand that:

 Not all relations are linear

 Two different equations can be describing the same function

 What are quadratic functions and what are their applications

Students will be able to:

 Graph the function using transformations given one of:

o The equation in vertex form

o The equation in general form

o The characteristics of the function

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 Graph the function using key points (i.e. vertex, intercepts) given one of:

o The equation in vertex form

o The equation in general form

o The characteristics of the function

o The transformations the function has undergone compared to 𝑦 = 𝑥 2

 Determine if a function is linear or quadratic given one of:

o The equation in vertex form

o The equation in general form

o The graph of the equation

 Determine the characteristics of a quadratic function given one of:

o The equation in vertex form

o The equation in general form

o The graph of a quadratic function

o The transformations the function has undergone compared to 𝑦 = 𝑥 2

 Determine the equation in vertex form given one of:

o The equation in general form

o The graph of a quadratic function

o The characteristics of the function

o The transformations the function has undergone compared to 𝑦 = 𝑥 2

 Determine the equation in general form given one of:

o The equation in vertex form

o The graph of a quadratic function

o The characteristics of the function

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o The transformations the function has undergone compared to 𝑦 = 𝑥 2

 Determining the transformations given one of:

o The graph

o The equation in vertex form

o The equation in general form

o The characteristics of the function

 Determine the number of x-intercepts given one of:

o The graph

o The equation in vertex form

o The equation in general form

o The characteristics of the graph

Differentiation:

Whenever possible, students will have multiple ways of demonstrating understanding. Often
students have the option of demonstrating learning in some sort of written way (often through a
worksheet) and some sort of oral way (often through class discussions). Students will often work
with their peers to support each other. This ensures that above average students are not as bored
(as they feel they have a role in the classroom) and those who are below average to get extra
support. Visual representations are a key part of the lessons, which is helpful for all students, but
particularly for ELL students who may not have the vocabulary to understand written
representations as well. Additionally, having class discussions gives opportunities for students
(particularly ELL students) to practice and become comfortable with using discipline specific
vocabulary.
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Resources:

Pre-Calculus 11 (McGraw-Hill Ryerson) Official Textbook

Mathalicious Website

Algebra with Pizzazz! (Creative Publications)

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Timeline
Day 1 Day 2 Day 3 Day 4 Day 5

Intro Investigating Characteristics of a Graphing a given Finding an

Activity transformations graph equation using equation from a
(in vertex form) (axis of symmetry, transformations given graph, or
What is a vertex, direction of and characteristics from
quadratic & opening, max/min, characteristics of
Difference how many x- the graph
between intercepts?, x and y
linear and intercepts) Take home quiz
quadratic on vertex form
equations

Day 6 Day 7 Day 8 Day 9 Day 10

Introduction Completing the Sketch graph (from Applications of Unit Test

to general square part 2 equation) and Quadratic
form (finding errors in characteristics of the functions
ax^2+bx+c others, verifying graph of ax^2+bx+c
that two (when given
Completing different equation)
the square equations are the & finding equation
part 1 (why same) from
we do it and graph/characteristics
how to do it)
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Introduction to Quadratics
Lesson #1
Time in minutes: 80
Learning Outcomes:
Relations and Functions General Learning Outcome: Develop algebraic and graphical reasoning
through the study of relations
Instructional outcomes: Students will learn what quadratic functions are. Students will learn to
be comfortable working together and having a full-class discourse about their math learning.
Students will begin to see the applications of quadratic functions.
Materials: Depending on intro activity, rope or string (Activity 1), or Javert worksheet for
students (Activity 2). Algebra for students DVD.
Teaching Strategies: Students will engage in Mathematical Discourse. Students will work either
in groups (Activity 1) or individually/as a class (Activity 2) to explore (using guided or
structured inquiry) quadratics and one application of them. Students will use communication and
make connections to knowledge outside of Mathematics. Students will also use visualization
when making a graph for the situation in the pre-assessment activity.
Example(s) of Student Activity/ies:
(Pre-assessment)
Students have two options, depending on how they work as a class.

1. They may work in groups of 4. Given a length of rope, they need to find the largest area.
(Each group may either be given the same length of rope, or each group may have a
different length of rope)
a. Alternatively, done as a whole class. They must see which dimensions of a square
allow for the most students to fit inside.
b. Students must plot points on a graph. They will plot the length and the area. Give
minimum number of points on graph. For example, if the string is 20 m long, they
need to plot at least 10 different points. (to encourage students to do both sides of the
parabola, and decimals too)
c. Share the students' graphs with the class. Have discussion.
i. What shape is it?
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ii. What do you notice?

iii. Is there a maximum?
iv. How do you know there is a maximum? Etc
d. Ask students if in their groups they can think of a formula for the area that only
depends on length
i. HINT: think of systems of equations
e. Share equations together as a class.
2. Students will work individually to complete the Fall of Javert Mathalicious activity
(Structured Inquiry)
a. Either online https://www.mathalicious.com/lessons/the-fall-of-javert
b. Or combined online and on paper (online portion will be as one class, but students
will answer on their own paper)
i. YouTube clip of the part of the movie
https://www.youtube.com/watch?v=hRzvdQh8D2Q
ii. Teacher plan: https://mathalicious-
production.s3.amazonaws.com/uploads/document/filename/2882/Fall_of_Javert
_Lesson_Guide.pdf?X-Amz-Expires=86400&X-Amz-
Date=20191005T213902Z&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-
Amz-Credential=AKIAIACU7RQ26H7DPBYQ/20191005/us-east-
1/s3/aws4_request&X-Amz-SignedHeaders=host&X-Amz-
Signature=1fc1f2a930d233de8c2f9650fcaab6bc52e7b9f6520954f63d73061fd36
3281a
iii. Student worksheet: https://mathalicious-
production.s3.amazonaws.com/uploads/document/filename/2880/Fall_of_Javert
_Student_Handout.pdf?X-Amz-Expires=86400&X-Amz-
Date=20191005T213902Z&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-
Amz-Credential=AKIAIACU7RQ26H7DPBYQ/20191005/us-east-
1/s3/aws4_request&X-Amz-SignedHeaders=host&X-Amz-
Signature=a420a79e0cba8134b6731efa179f606afcb4b2eba589bcda4e0ddbd17a
304744
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Once students are done Activity 1, and during Activity 2, there will be whole class discussions.
Students will share their responses.

Assessment strategies:
During the class discussion, the teacher will be able to gauge whether students were successful
based on if the activity. For activity 1 this could mean being able to draw a graph that makes
sense, or whether they were able to make a correct equation for the situation. For activity 2, the
teacher could look at what they were able to complete on the worksheet and to see their thinking
as they move through the activity. This allows for the teacher to determine how they need to
adjust their own teaching for the rest of the unit.
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Investigating Transformations
Lesson #2

Time in minutes: 80

Learning Outcomes:

Relations and Functions Specific Learning Outcome 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.

Based on Achievement Indicators

3.2 Compare the graphs of a set of functions of the form y = ax 2 to the graph of y = x 2 , and
generalize, using inductive reasoning, a rule about the effect of a.

3.3 Compare the graphs of a set of functions of the form y = x 2 + q to the graph of y = x 2 ,
and generalize, using inductive reasoning, a rule about the effect of q.

3.4 Compare the graphs of a set of functions of the form y = (x − p)2 to the graph of y = x 2 ,
and generalize, using inductive reasoning, a rule about the effect of p.

Instructional outcomes: Students will understand different transformations of the graph of

quadratic functions. Students will use and develop their reasoning skills using their observations
as starting points. Students will work on communicating their mathematical knowledge, and gain
practice in using mathematical language. Students will be mainly focusing on the concept of
stretches, reflections and translations and how they affect the graph of a quadratic function.
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Materials specific to lesson: Sheets for each station dealing with one type of transformation.
(showing two different graphs). Student worksheets for students to write what they see, what
they wonder, or "what if…". 3 different coloured pens for each student.

Teaching strategies: Inquiry approach for students to learn transformations on their own by
seeing patterns and using their own reasoning skills. During class discussion, the 7 Moves of
Formative Assessment (Duckor) will be used to dig deeper into what they learned during the
activity (particularly by probing and tagging students responses). Students will use visualization
to see how the numbers in the equation affect the graph. Students will also use their reasoning
and communication skills throughout the lesson.

Example(s) of Student Activity/ies:

7 Stations

 Each deals with one type of transformation (e.g. Station 1: a>1, Station 2: 0<a<1, Station
3: a<0, Station 4: p>0, Station 5: p<0, Station 6: q>0, Station 7: q<0)

 Students make observations, may write a question they have

 Make a prediction of what a specific graph would look like

 Example:

 Station 1 dealing with vertical stretches (a>1)

 Two graphs: one of 2x^2 and 3x^2

 Equations pertaining to each of the graphs

 Students write what they see, may respond to prompts such as I wonder, or what
if

 Students predict graph of 5x^2 by drawing it on given axes

Order of this activity:

1. Teacher starts by working with students to make the graph of y = x 2

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2. Students go around stations twice

3. Class discussion afterwards

Students will use 3 coloured pens. One for the first time around the stations, a second for any
changes made the second time around and the third for anything they want to add during the
class discussion.

Students are allowed to discuss with other people working at the same station as them.

Assessment strategies:

After the lesson, students will hand in their sheets. The teacher will look at their responses (in the
different coloured pens) to see how much the students could see right away, and how much
students might have learned through the lesson.

This will allow the teacher to bin students according to how much they have likely understood
from the lesson.

Additionally, during the class discussion, students will be sharing their responses, (the teacher
will tag for everyone to see) allowing the teacher another chance to see what students have
learned, or if there are still gaps to be addressed.

Differentiation:

Students will be having the chance to work at their own pace going around the stations. If they
need/want, they may only focus on a few stations, to try and deeply understand those, or try to
get to all of them. Students have different opportunities to show their learning, both in writing
and verbally. Students do not have to work alone while going through the stations, so they can
ask questions of others, and get different explanations. Students will work to have their own
understanding of what the transformations are, rather than memorizing what their teacher tells
them.
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Characteristics of Graph of Equation a(x-p)^2+q

Lesson #3

Time in minutes: 80

Learning outcomes:

Relations and Functions Specific Learning Outcome 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.

Based on Achievement Indicators

3.5 Determine the coordinates of the vertex for a quadratic function of the form y = a(x − p)2 +
q, and verify with or without technology.

3.6 Generalize, using inductive reasoning, a rule for determining the coordinates of the vertex for
quadratic functions of the form y = a(x − p)2 + q
3.7 Sketch the graph of y = a(x − p)2 + q using transformations, and identify the vertex,
domain and range, direction of opening, axis of symmetry and x- and y-intercepts.

3.8 Explain, using examples, how the values of a and q may be used to determine whether a
quadratic function has zero, one or two x-intercepts.

Instructional outcomes: See previous lesson.

Materials specific to lesson: Same stations as previous lesson. Plus 5 additions, one combining
a stretch and a vertical translation, one combining a stretch and horizontal translation, one
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combining a vertical reflection and vertical translation, one combining a vertical reflection and
horizontal translation, and finally one combining vertical and horizontal translations.

Sheets for students for each station. Three additional examples of equations in vertex form
(provided by students).

Teaching strategies: See previous lesson.

Example(s) Student Activity/ies:

The teacher will do an intro mini lesson refreshing students about what is domain and range, and
x- and y- intercepts, axis of symmetry and vertex. Students will also be briefed on what is meant
by direction of opening.

Students will go around the stations as they did the day before, making observations about
vertex, domain and range, direction of opening, axis of symmetry, x- and y-intercepts (including
the number of x intercepts), and max and min. For each station, students will make a prediction
about these characteristics on another graph. (Similar to previous lesson, where they would draw
a graph).

Students will go around twice.

After there will be a class discussion, like the day before.

After the class discussion, students will come up with 3 different equations in vertex form to
determine the characteristics of to share with the whole class. Each student will choose which
one they would like to determine the characteristics of.

Assessment strategies:

Similar to the last lesson, the teacher will be able to gauge the students' understanding from the
discussion.

The teacher will also be able to collect the sheet with students responses from the stations, and
the characteristics they determined from one of the three equations.
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Differentiation: See previous lesson.

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Graphing a Given Equation Using Transformations and Characteristics

Lesson #4

Time in minutes: 80

Learning outcomes:

Relations and Functions Specific Learning Outcome 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.

Based on Achievement Indicators

3.7 Sketch the graph of y = a(x − p)2 + q, using transformations, and identify the vertex,
domain and range, direction of opening, axis of symmetry and x- and y-intercepts.

Instructional outcomes: Students will make connections as to how transformations can help
them visualize what the graph looks like as well as connect the equation and the characteristics to
the graph. Students will learn to use technology to graph quadratic equations in order to verify
hand-drawn graphs. Students will mainly be focusing on the procedure of graphing.

Materials specific to lesson: Scaffolded worksheet ("skill-builder") on practicing drawing

equations. More practice questions. Graphing technology (i.e. students' own graphing
calculators, Desmos, Excel, etc.)

Differentiation: Scaffolded worksheets allow for inclusion for all students. Students who
generally need more support can use the worksheet to slowly become more comfortable with the
idea of graphing quadratic functions. Students who understand how to graph quadratics, but may
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struggle with showing their steps are helped because the worksheet makes them go through each
step.

Students are only "forced" to use a specific method for two questions, after which they can
choose their own method. Students can then use whichever they are more comfortable with.
Students who are very capable can work on the last question to dig deeper into the "why" behind
the questions. Students who are not yet ready for deeper thinking can spend more time (if they
need it) focusing on the procedure of graphing.
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Finding an Equation From a Given Graph, Transformations, or From

Characteristics of the Graph
Lesson #5

Time in minutes: 80

Learning outcomes:

Relations and Functions Specific Learning Outcome 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.

Based on Achievement Indicators

3.9 Write a quadratic function in the form y = a(x − p)2 + q for a given graph or a set of
characteristics of a graph.

Instructional outcomes: Students will engage in discourse to learn about how to use different
information to make a quadratic equation. Students will understand the process of making an
equation from a given graph, transformations or characteristics.

Materials specific to lesson: Scaffolded worksheet on practicing making equations. White

boards for each group to share their work on how they got their equation with the whole class.
Take home quiz on vertex form. Access to graphing technology for students.

Differentiation: Similar to last lesson on scaffolded worksheet. Students who are ELL will also
be helped with the inclusion of sample sentences. They are learning about how mathematical
sentences are formed.
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By working in groups, students have a chance to learn and grow from each other. Students who
are weaker can gain help from those who know more, and those who are stronger can verify that
they truly are comfortable with the material by attempting to teach it to fellow students.
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Intro to general form, Completing the square part 1

Lesson # 6
Time in minutes: 80
Learning outcomes:
Relations and Functions Specific Learning Outcome 4. Analyze quadratic functions of the form
𝑦 = 𝑎𝑥 2 + 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.

Based on Achievement Indicators

4.1 Explain the reasoning for the process of completing the square as shown in a given example
4.2 Write a quadratic function given in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 as a quadratic function in the
form 𝑦 = 𝑎(𝑥 − 𝑝)2 + 𝑞 by completing the square.

Instructional outcomes: Students will learn what the general form of quadratic equations is, and
will know how to turn it into vertex form by "completing the square" by first using algebra tiles
to visually change the form and then using algebra.
Materials specific to lesson: Cut-able algebra tiles. Video introducing the forms. Different
examples of quadratic equations (provided by students after they have been exposed to them).
Worksheet for practice (to be handed in).
Differentiation if it's different
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Completing the square part 2

Lesson # 7
Time in minutes: 80
Learning outcomes:
Relations and Functions Specific Learning Outcome 4. Analyze quadratic functions of the form
𝑦 = 𝑎𝑥 2 + 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.

Based on Achievement Indicators

4.2 Write a quadratic function given in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 as a quadratic function in the
form 𝑦 = 𝑎(𝑥 − 𝑝)2 + 𝑞 by completing the square.
4.3 Identify, explain and correct errors in an example of completing the square.
4.6 Verify, with or without technology, that a quadratic function in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
represents the same function as a given quadratic function in the form 𝑦 = 𝑎(𝑥 − 𝑝)2 + 𝑞.

Instructional outcomes: Students will understand whether two equations (one in vertex form,
one in general form) are of the same function. Students will be able to determine if someone has
made an error in completing the square. Students will learn to verify their equation.
Materials specific to lesson: Access to graphing technology. Students' worksheets
(anonymously copied) from previous lesson.
Differentiation if it's different
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Characteristics and sketching general form

Lesson # 8

Time in minutes: 80

Learning outcomes:

Relations and Functions Specific Learning Outcome 4. Analyze quadratic functions of the form
y = ax 2 + 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.

Based on Achievement Indicators

4.4 Determine the characteristics of a quadratic function given in the form y = ax 2 + bx + c ,

and explain the strategy used.

4.5 Sketch the graph of a quadratic function given in the form y = ax 2 + bx + c .

Instructional outcomes: Students will understand how to use completing the square to
determine characteristics, transformations and how to graph an equation in general form.
Students will know the procedure to use to find the characteristics and graph of a quadratic
function in general form.

Materials specific to lesson: Example questions. Worksheet.

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Applications
Lesson # 9

Time in minutes: 80

Learning outcomes:

Relations and Functions Specific Learning Outcome 4. Analyze quadratic functions of the form
y = ax 2 + 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.

Based on Achievement Indicators

4.7 Write a quadratic function that models a given situation, and explain any assumptions made.

4.8 Solve a problem, with or without technology, by analyzing a quadratic function.

Instructional outcomes: Students will know how to take a word problem and piece together the
important information to make a quadratic equation. Students will begin to understand how to
use the equation to solve problems.

Materials specific to lesson: Algebra with Pizzazz! Book D pp. 224-225. Exit slip “what’s the
question” (meaning students are given an equation and they must come up with the situation).
Mini whiteboards and markers.
 25

Differentiation: Students who may not be comfortable speaking in full-class discussions will
have the opportunity to talk with one or two partners. Students who have a great fear of looking
stupid in front of their classmates will benefit from having only the teacher able to see their
response. Students who think very quickly, and wish to blurt out the answer will benefit, as they
can write down their answer as fast as they want, while students who benefit from longer
thinking time can take their time in writing down their answer without being interrupted.
 26

Unit Test
Lesson # 10
Time in minutes: 80
Learning outcomes:
Relations and Functions General Learning Outcome: Develop algebraic and graphical reasoning
through the study of relations

Relations and Functions Specific Learning Outcome 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.

Relations and Functions Specific Learning Outcome 4 Analyze quadratic functions of the form
y = ax 2 + 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.

Instructional outcomes: Students will demonstrate their understanding to this point of quadratic
functions, and specifically vertex and general form.

Materials specific to lesson: Unit test. Spare calculators for students’ use.