Unit Planner (2018-2019)

Teacher Name: Nidhi Pathak Grade & Section: 11 Cambridge Subject: Mathematics

Unit Name: Algebra II

Duration and Dates for completion of Unit: 4 weeks till 22nd September

STAGE 1- DESIRED RESULTS

TRANSFER
Established Goals:
Understand solving equations as a process of reasoning and explain the reasoning.
Analyze functions using different representations.
Use coordinates to prove geometric theorems algebraically.

MEANING
Understandings: Essential Questions:
Students will understand that…. How connections defines relations?
 Numbers, measures, expressions, equations, and
inequalities can represent mathematical situations and
structures in many equivalent forms.
 The relationships between the quantities can be
represented in different ways, including tables, equations,
and graphs.
 Many real-world situations and problems can be modeled
with algebraic expressions and then used to solve real-

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 world problems.

AQUISITION
Students will know….
 To Find the discriminant of a quadratic polynomial ax 2 +  By Learning Coordinate Geometry students will be able to use
bx + c and use the discriminant. Algebraic methods to study Geometry.
 To Solve quadratic equations, and linear and quadratic
inequalities, in one unknown.(algebraically  Students will be able to use Quadratics to solve parabolic Equations.
/Graphically)
 By Learning Functions students will be able to understand the
 Find the length, gradient and mid-point of a line reasonableness for discrete and continuous functions.
segment, given the coordinates of the end-points
 to find the equation of a straight line given sufficient
information (e.g. the coordinates of two points on it, or
one point on it and its gradient)
 the terms function, domain, range, one-one
function, inverse function and composition of
functions
 how to identify the range of a given function in
simple cases, and find the composition of two given
functions

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 STAGE 2- ASSESSMENT EVIDENCE

Performance Task(s): Other Evidence:

“Exploring Quadratic Functions through Angry Birds”  Pre-assessment
 Individual Whiteboards
 Class Quiz
 Student Composed Questions
 Teach a Friend
 Exit card
 321

STAGE 3- LEARNING PLAN

About the Unit: Algebra is one of the main branches of mathematics, covering the study of structure, relation and quantity.
In this unit, the students get an overview of
1. Geometric and algebraic relationships and expressions of given Functions.
2. How Algebraic formulas can be used to find measures of distance on the coordinate plane.
3. …that the coordinate plane allows precise communication about graphical representations.

Prior Learning
Simple equations
Natural numbers, integers and fractions
Manipulation of fractions
Finding Factors of ax2 +bx+c where b, c belongs to Z

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Finding Factors of ax2 +bx+c where a, b, c belongs to Q
Patterns
Basic algebra
Simple indices
Finding the factors

Pre- Assessment
Attached
Objectives:

Content Objectives:
I can Brainstorm ideas, concepts, or perspectives related to a quadratic equations .
I can understand the terms function, domain, range, one-one function, inverse function and composition of functions.
I can analyze relations and functions, using multiple representations (e.g., verbal, numerical, graphical, algebraic).
I can find the length, gradient and mid-point of a line segment, given the coordinates of the end-points.
I can understand the relationship between a graph and its associated algebraic equation.
I can create and use a formal geometric construction, using appropriate tools, to illustrate geometric properties .

Language Objectives:
I can solve by substitution using pair of simultaneous equations of which one is linear and one is quadratic.
I can determine using graphs whether or not a given function is one-one, and find the inverse of a one-one function in simple cases .
I can Represent quadratic relationships using quadratic graphs.
I can analyze and interpret information from a complex Quadratic graph and equation.
I can solve routine problem applying multiple concepts of functions and their inverse.
I can perform operations on relations and function.
I can design interpret, analyze, and use relations and functions applied in a variety of contexts, including real- world phenomena.

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I can support my reasoning when answering questions about perimeter, area, and volume of complex objects.
I can use algebraic properties and geometric theorems and postulates to construct and apply viable arguments involving congruence and
similarity (e.g., coordinate geometry, indirect/direct proofs, circles, polygons).

Academic Vocabulary Resources:

Function, equation, parabola, solution,  https://prezi.com/amboq7ufade1/mind-map-quadratics/
standard form, factored form, factor,  https://www.desmos.com/calculator/nqom2ih05g
vertex form, perfect square, completing  https://quizlet.com/124532139/quadratic-vocabulary-words-only-flash-cards/
the square, quadratic formula,  http://www.softschools.com/quizzes/sat_math/coordinate_geometry/quiz10436.html
discriminant , inverse operation,
intercepts, vertex, axis of symmetry,
domain, range.

Learning Activities:

Week 1: Start of school

Teacher student interactions and introductions will be done .
Students will be given an idea about A Level curriculum.
W-Pre Assessments of Algebra will be conducted to check students prior knowledge?(Attached)
Students will be Presented with the “performance task” in the beginning of the unit (including rubrics, exemplars, Learning progression charts)
to help the students know Where the Unit is going and Why?

H- To hook students and to hold their interest students will be asked Essential question: How connections defines relations?
E- To help them Experience the key ideas.
Few important key vocabulary terms will be discussed using https://quizlet.com/124532139/quadratic-vocabulary-words-only-flash-cards/

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 .Later Students fill out a graphic organizer to define and illustrate unit vocabulary words.
To Equip students :Start this topic with a review of solving quadratic equations by factorizing or using the quadratic formula and of sketching
quadratic graphs with the correct shape and intercepts using smart board.
Instructional strategies which work well with diverse learners (ELL) such as Adaptive text(Attached ).
To Explore issues Students will be working on learning stations .
Then The method of completing the square is introduced by teacher demonstration by using
ppthttps://www.mathsisfun.com/algebra/completing-square.html for ELLs
 Students will be taught to apply this method to solving equations, finding the vertex on the graph and deriving the quadratic formula.
Developing these methods will lead to solving quadratic inequalities, connecting the algebraic and graphical approaches.
 The final section covers some substitutions that produce quadratics, e.g. terms in higher powers of x or exponentials such as 4 x,
connecting with Chapter 7. Mixed Practice 3 includes some applications of quadratics to physical situations.
Home work will be assigned from practice book and will be personalized (tailored)to suit the different needs, interests, and abilities of
learners.
Students will be Provided with opportunities to Rethink creating Mind Maps .(Using Resource https://prezi.com/amboq7ufade1/mind-map-
quadratics/)

Students will Revise their understandings by solving a given assignment.(Attached)

Students will get the opportunity to Evaluate their learning by teaching a friend and responding exit cards.

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Week 2:
W Review skills from previous week using a PowerPoint presentation.
Students answer practice questions using student whiteboards.
E Take quiz in groups where teams needs to exchange self composed questions based on learnt skills.
H By Hooking them to essential question ...Introduce Coordinate Geometry topic using guiding question... How Coordinates Defines Space?
(which will automatically guide them to final performance task shared with them already).
Help them Experience the key ideas by sharing important key terms related to the concept. Then will be proceeding reviewing previous
understanding by using http://www.softschools.com/quizzes/sat_math/coordinate_geometry/quiz10436.html on smart board.

To E-Equip students
Teacher will be discussing and demonstrating on chalk board how to use coordinates to prove geometric theorems algebraically by making
students

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  understand relationships between the gradients of parallel and perpendicular lines.
 Understand the relationship between a graph and its associated algebraic equation.

Students will be E-Exploring issues by solving problems assigned from practice book.
Home work will be assigned from practice book and will be personalized(Tailored) to suit the different needs, interests, and abilities of
learners.
R- Provide opportunities to Rethink by using graphic organizer.
Revise their understandings and work students understanding and experience will be Accessed by Assignment designed based blooms
Taxonomy.(Attached)
E- Students will be Evaluating their work and its implications by using students samples from Cambridge.

Week 3:
W- Use KWL as pre-assessment and Check for misconceptions by giving cold calls.
Start playing a trick with students …” I can guess your birthday”
H-Hook all students with this idea linking it to essential question and Hold their interest by asking can you create another trick like this?….then
take this lead of using input to get an output to introduce new topic Functions.
Students understand the key ideas such as Domain and range by observing some real life examples shared with them.
To E- Equip students teacher will Demonstrate and Discuss the compass points of topic to facilitate students’ meaningful transition into the
extended conversation.Adaptive text will be provided to ELL’s.
And then Explore issue by creating a trick using functions then Students will be asked to work in groups to solve problems given from
practice book.
R- Provide opportunities to Rethink by creating a mind map and Revise their understandings and work by solving a sheet. (Attached)
E- Allow students to Evaluate their work and its implications from class test based on blooms level.
Home work will be assigned from practice book and will be personalized to suit the
Different needs, interests, and abilities of learners.

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WEEk 4:
Few Past papers questions will be compiled to practice exam style questions for 2 days .
Compiling all skills Preformance task “Exploring Quadratic Functions through Angry Birds”will be assigned for 3 days.