Quadratics UbD Template 2.

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Stage 1 Desired Results
ESTABLISHED GOALS Transfer
Students will be able to independently use their learning to
MA10-GR.HS-S.2-GLE.4-EO.a.ii.
Create equations in two or more variables to represent - Manipulate equations algebraically to gain more information
relationships between quantities and graph equations on
- Model the physical world using mathematics
coordinate axes with labels and scales. (CCSS: A-CED.2)
- Graph equations to identify characteristics and gain understanding
MA10-GR.HS-S.2-GLE.1-EO.c.ii. - Use a graphing calculator to graph equations
Graph linear and quadratic functions and show intercepts,
maxima, and minima. (CCSS: F-IF.7a)
Meaning
MA10-GR.HS-S.2-GLE.1-EO.c.vi.1.
UNDERSTANDINGS ESSENTIAL QUESTIONS
Use the process of factoring and completing the square in
a quadratic function to show zeros, extreme values, and Students will understand that
symmetry of the graph, and interpret these in terms of a How can we use parabolas to model real-world
context. (CCSS: F-IF.8a) - Trajectories on Earth are predictable due trajectories?
to gravity, and can be calculated.
MA10-GR.HS-S.2-GLE.1-EO.c.vi.3. - Different forms of the equation gives us How can different forms of the same equation
Compare properties of two functions each represented in a different information about a parabola. help me to solve a problem?
different way (algebraically, graphically, numerically in - Graphing calculators are useful
tables, or by verbal descriptions). (CCSS: F-IF.9) technology that allow me to evaluate

equations and graphs.
MA10-GR.HS-S.2-GLE.1-EO.e.i. and ii.
i. Identify the effect on the graph of replacing f(x) by f(x) + Acquisition
k, k f(x), f(kx), and f(x + k) for specific values of k, and find Students will know Students will be skilled at
the value of k given the graphs. (CCSS: F-BF.3)
ii. Experiment with cases and illustrate an explanation of Vertex form How use the information given to express a
the effects on the graph using technology. - How h, k and a change the parabola parabola in...
Standard Form - vertex form
MA10-GR.HS-S.2-GLE.3-EO.a.ii.
- How b and c can be used to find - standard form
Use the structure of an expression to identify ways to
rewrite it. (CCSS: ASSE.2) information about the parabola - intercept form
Intercept Form - graphically
MA10-GR.HS-S.2-GLE.3-EO.b.i.1. - Gives us the intercepts/roots/zeros and how to move between the forms.
Factor a quadratic expression to reveal the zeros of the Whether a parabola is a maximum or Factoring to find the zeros
function it defines. (CCSS: A-SSE.3a) minimum Finding the vertex and intercepts from any
form
Standards of Mathematical Practice: Using a graphing calculator to graph parabolas
Model with Mathematics and check their work
Use appropriate tools strategically
Make sense of problems and persevere in solving them
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Criterion A: Knowing and Understanding
- Select appropriate mathematics when solving problems Criterion A Assessment: Comparison and Manipulation of Three Forms + Graphing
in familiar situations. Given one of the following, find the other three:
- Apply the selected mathematics successfully when - vertex form
solving these problems - standard form
- Generally solve these problems correctly - intercept form
- graph
Criterion C: Communicating - Find intercepts
- Use appropriate mathematical language - Determine maximum or minimum
- Use appropriate forms of mathematical representation
to present information correctly Criterion C: Math Manuals for Criterion A Assessment
- Move between different forms of mathematical
representation Criterion D Project: Projectiles
- Communicate using lines of reasoning that are Film the path of a projectile of your choice. Use all the tools we have learned to model the
complete and coherent trajectory.
- Presenti work that is organized using a logical structure

Criterion D: Applying Mathematics in Real Life Context

- Identify the relevant elements of the real life situation
- Select adequate mathematical strategies to model the
real life situation
- Apply mathematical strategies to reach a valid solution
to the real life situation
- Explain the degree of accuracy of the solution
- Explain whether the solution makes sense in the
context of the real life situation

Criterion B: Investigating Patterns OTHER EVIDENCE:

- Select and apply mathematical problem solving
techniques to discover patterns Interim Assessment
- Describe patterns as general rules consistent with Criterion B: Parabola Investigation Synthesis
findings
End of first week (parabola investigation), students should be able to:
- Determine how a, h, k affect the position and shape of a parabola visually
Check for accuracy of process - Graph a parabola on a calculator
Check for accuracy of calculations
Check that students can compare forms End of second week (paper rockets), students should be able to:
Check for proficiency with a calculator - Write the equation of a parabola in vertex form
- Solve for the value of a, given the vertex and another point

Middle of fourth week (in time for criterion A assessment), students should be able to:
- Write the equation of a parabola in standard form
- Write the equation of a parabola in intercept form
- Factor an equation to find the zeros

Pull from formative assessment options

- Conferring
- Exit tickets
- Group idea synthesis (on big whiteboards)
- Ping Pong (individual whiteboards)
- Reflections with peers

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
See attached lesson plans for details.

Week 1: Feb 21-24

T/W/R -- Parabola Investigation, a/h/k in vertex form, graphing calculators
R/F Block Criterion B Assessment
Week 2: Feb 27-Mar 3
M-F -- Paper Rockets, Solving for a in vertex form
Week 3: Mar 6-10
Science Field Trip Monday March 6th Tie into paper rockets if possible
T-F -- Standard Form, Intercept Form, Factoring for Zeros, intercepts
Week 4: Mar 13-17
M finish content
T - Review
W/R Block Criterion A Assessment, MM for Criterion C Due
F - No School PD Day
Week 5: Mar 20-24
M-F Projectiles Project