Digital Unit Plan Template

Unit Title: Solving Quadratic Equations Name: Steve Chavez

Content Area: Algebra I Grade Level: 9

CA Content Standard(s)/Common Core Standard(s):
In Algebra I, students learn function notation and develop the concepts of domain and range. They focus on linear, quadratic, and exponential functions,
including sequences, and also explore absolute value, step, and piecewise functions; they interpret functions given graphically, numerically, symbolically,
and verbally; translate between representations; and understand the limitations of various representations. Students build on and extend their
understanding of integer exponents to consider exponential functions. They compare and contrast linear and exponential functions, distinguishing between
additive and multiplicative change. Students explore systems of equations and inequalities, and they nd and interpret their solutions. They interpret
arithmetic sequences as linear functions and geometric sequences as exponential functions.
Big Ideas/Unit Goals:
1) Deepen and extend understanding of linear and exponential relationships
2) Contrast linear and exponential relationships with each other and engage in methods for analyzing, solving, and using quadratic functions
3) Extend the laws of exponents to square and cube roots
Unit Summary:
In this unit, students will understand how to solve a quadratic equation by critically analyzing the equation and determining the best method for solving it. By using both
algebraic methods and graphing methods, they can accurately solve the equations. Because there are four different strategies, students can easily choose which method to
prefer to use unless told otherwise on a specific problem. In doing so, students are expected to fully understand the relationship between quadratic equations and the roots
they have by effectively solving the problem using any strategy given.

Assessment Plan:
Entry-Level:
Quiz/Graphs: A short set of problems that will assess
students knowledge prior to beginning to course
material. This is to see if they know the difference
between linear functions and quadratic functions by
looking at equations as well as visualizing with graphs.
Formative:
Guided Notes: These notes are provided during the
teacher lecture so the students can follow along with
the material to prepare them for the unit.
Webercise: Students will use an online graphing tool
to help them be able to visualize quadratic functions as
it is important to be able to represent mathematics
both in graphs and in functions.
Homework: Homework will consist of a small set of
problems based on the topic that was covered in class
that day. It should enhance their knowledge by giving
them more practice on the subject.
Entrance Cards: Entrance Cards are short sets of
problems that will be given at the beginning of class to
assess student knowledge of the lesson last learned to
see if they have retained the information,
Summative:
Comprehensive Assignment: Students will be given
an assignment that consists of 3 equations. Students
will solve these problems using each method that was
taught in class to compare how each method leads to
the same solution.
Exam: There will be an exam that covers all the
information given during this unit. Students will have
the full class time to complete it. Partial credit will be
given after assessing the students solution thoroughly.
No calculators are allowed and no textbooks or notes
can be used to assist the student.
Lesson 1
Student Learning Objective:
During class time, there will
be an entrance card at the
beginning to assess the
students knowledge on
solving quadratic equations
using the different methods
to show they get the same
solution.
Lesson 2
Student Learning Objective:
During an in class lesson,
students will compare their
algebraic work to the graphs
that are produced by using
Desmos, an online graphing
tool used to help students
understand different
mathematical concepts
Acceptable Evidence:
Students will turn in their
Entrance Card so I can
properly grade them. Also,
students will complete the
guided notes given to them
during the lecture as well as
the problems on it.
Acceptable Evidence:
Students will print out their
graphs from Desmos for each
problem assigned. They may
be hand drawn, but be neat
and concise with the graph
viewed from Desmos.
Lesson Activities:
At the beginning of each class, there will be an entrance card, a set of problems designed to assess students
knowledge of the previous lesson taught. This will show me if they have retained the information they have
learned to be prepared for the next section. Also, they will turn in the guided notes provided during the lecture.
These notes consisted of practice problems as well as fill in the blanks that demonstrate their knowledge on the
subject.
Lesson Activities:
After reviewing their guided notes and practice problems from homework assignments, students will complete a
set of problems using different interactive tools. They will start by reviewing on Khan Academy and completing
the practice problem set on there. Once done with reviewing, students will use Desmos to compare and contrast
how quadratic equations look when graphed and why their solutions are equal to each other. Students will turn
in their printed out graphs (or neatly hand drawn) with the Webercise worksheet given to them.

Lesson 3
Student Learning Objective:
Students will collaborate with
each other to research
information that is given
throughout the unit and
create an organizer that
effectively lists out the
information in a logical
structure with respect to the
mathematical concepts
Acceptable Evidence:
Students will turn in a graphic
organizer showing the
information found from their
own research. They will use
software such as Popplet or
Smart Art to create these
organizers.
Lesson Activities:
Students will gather up in partners to collaborate on finding relevant information in the unit that talks about how
to solve quadratic equations. By listing the most important topics in the unit, students will then list out details
from that unit that will help them better understand the relationship between quadratic functions and their
solutions. While I am only asking for a few details, students are highly encouraged to list out as many important
pieces they can find as it can serve as a study guide for the unit exam at the end of the unit. Students will turn in
their graphic organizers and be assessed based on important information and the presentation.

Unit Resources:
Plus: https://plus.maths.org/content/101-uses-quadratic-equation
Study: http://study.com/academy/lesson/quadratic-inverse-relationships.html
How to Factor: http://www.purplemath.com/modules/factquad.htm
How to Complete the Square: http://www.purplemath.com/modules/sqrquad.htm
How to Graph: http://www.purplemath.com/modules/grphquad.htm
How to use Quadratic Formula: http://www.purplemath.com/modules/quadform.htm
Desmos: https://www.desmos.com
Symbolab: https://www.symbolab.com
Khan Academy: https://www.khanacademy.org/math/algebra-home/algebra/quadratics
Real World Applications to Math: https://www.mathsisfun.com/algebra/quadratic-equation-real-world.html

Useful Websites:
Mathway: https://www.mathway.com/Algebra
Mathplanet: https://www.mathplanet.com/education/algebra-1
Classzone: http://www.classzone.com/books/algebra_1/