Unit Plan Quadratic Equations

Unit Plan: Quadratic Functions
Scott Tiefenthal
Algebra II
Student Teaching
Table of Contents:
Content
Introduction
Goals
Standards
Introductory Lesson
Lesson 2: Vertex Form
Lesson 3: Standard Form
Lesson 4: Modeling Quadratic Functions
Lesson 5: Factoring Quadratic Expressions
Lesson 6: Quadratic Equations
Lesson 7: Quadratic Formula
Lesson 8: Modeling Quadratic Functions
Aerospace Camp Activity
Lesson 9: Final Assessment
Unit Evaluation/Reflection
Student Feedback Form
Unit Plan Organizer
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Introduction
Welcome to a unit on quadratic functions. Throughout this unit, students will learn the characteristics of
a quadratic function, as well as the characteristics of the graphs of quadratic functions. Throughout the
unit we will use different types of learning, such as discovery and hands on learning, to lecture and
modeling, to small group and class discussions. We will begin with an introductory lesson where we
explore the quadratic function and its graph and end with a nice activity titled Aerospace Camp and
final assessment.
Unit Goals
By the end of this unit, students will be able to find the vertex of any quadratic function.
By the end of this unit, students will be able to solve quadratic functions (aka find the zeros of a
quadratic equation).
By the end of this unit, students will be able to graph and identify different characteristics of a quadratic
function graph and analyze what the information means given real-world context.
Standards
HSF-LE.A.4- Construct and compare linear, and quadratic models.
HSF-IF.C.7- Graph functions expressed symbolically and show key features of the graph.
a. Graph linear and quadratic equations and show intercepts, maxima and minima.
HSF-IF.C.9- Compare properties of two functions each represented in a different way.
HSF-BF.B.3- Identify the effect on the graph by replacing
for specific values of .
by
, and
HSF-IF.C.8-a: using the process of factoring in a quadratic function to show zeros, extreme values, and
symmetry of the graph and interpret these in a form of context.
Lesson 1: Introduction to Quadratic Functions
Standards:
HSF-IF.C.9- Compare properties of two functions each represented in a different way.
Objective
By the end of the lesson, the students will be able to identify a quadratic equation and its graph 8 out of
ten times.
Lesson Management: Focus and Organization
This class will just be an exploratory lesson for students to be introduced and gain a basic understanding
of what a quadratic function is, what its graph looks like, and how we can transform these graphs and
equations.
Introduction
As the students walk in, they will have their daily warm up question posted. The warm up question will
be a question to get students thinking about quadratic functions and will have them compare and
contrast a graph of a linear equation
to the graph of a quadratic function
.
Input
Task Analysis
For this lesson, students will be investigating quadratic functions and their respective graphs,
transformations of those functions, and some of the characteristics of a quadratic function.
After the warm up, students will be instructed to take out their notes. Since this is an introductory
lesson, we will get a bulk of the vocabulary for the unit out of the way. We will define the following
terms:
Vertex Form
Standard Form
Vertex
Parabola
Axis of Symmetry
Maximum/Minimum
Domain and Range
We will then pass out a Chromebook to each student. We will then use the Desmos graphing calculator
to explore what happens to these graph characteristics. Students are welcome to work by themselves or
in groups up to three students to make observations about the quadratic functions.
Thinking Levels (Blooms)
1- Knowledge: Students will be able to define some of the terms we will be using in our unit with
quadratic functions. Students will also be able to describe some of the characteristics of the translations
of quadratic functions.
4-Analysis: Students will be examining and experimenting what happens to quadratic function graphs as
a result of manipulating some of the values within the function.
Methods, Materials, and Technology

This lesson requires paper and pencil, as well as access to Chromebooks (or a similar technology) that
allows students to access the Desmos online graphing calculator. The teacher may also find it helpful to
have a computer-projector to model to students how to use the Desmos online graphing calculator.
Modeling
Once students all have access to a Chromebook, the teacher will model how to use Desmos, and how to
input the desired function with sliders to manipulate some of the values within the function.
Checking for Understanding
While the students are working on their assignment, the teacher will walk around asking the students
questions about their work as a means of formative assessment.
Guided Practice
As a class, we will discuss and work through problems that require us to interpret the resulting graphs
after manipulating values within the functions.
Collaborative or Independent Practice
Students will work collaboratively or independently (based on their preference) with a computer
program that will allow them to make conjectures and have them explain their findings.
Closure
At the end of class, the students will be asked to turn in their Chromebooks back to the Chromebook
cart. Students will also be asked to write down 3 conjectures or observations that came up while
working with the Desmos graphing calculator.
Assessment
By having students turn in their observations and conjectures, it allows the teacher to see what types of
things that the students observed when manipulating the graphs and allows to plan for further lessons
with their conjectures that could possibly be proven later in the lesson.
Reflection
After the lesson, I will reflect and make changes to the lesson as needed for future reference or for
future use. I will also identify areas in the lesson that may need more or less emphasis, depending on
how the students reacted to the lesson.
Lesson 2: The Vertex Form of a Quadratic Equation
Standards:
by
, and
Objective
By the end of this lesson, students will be able to accurate identify the following transformations of a
quadratic equation in vertex form: horizontal translation, vertical translation, vertical stretch, and
vertical compression, 8 out of 10 times on the given homework assignment.
This class will be discussion based. It will begin with students sharing their observations from the
exploratory activity to introduce the quadratic functions from the previous lesson. We will determine
what causes the transformations of the graphs and how we can see them by graphing the function and
without graphing the function.
Introduction
ask the students to recall some of their observations and conjectures from the previous day in order to
be prepared for the upcoming discussion.
Input
Task Analysis
After the warm up question, the class will discuss some of their finding from the previous day and what
may be the cause of these transformations. We will then begin breaking down the vertex form of a
quadratic function, which looks like this:
where
is the vertical stretch/compression factor. If

, the graph will be compressed vertically.
is a horizontal translation.
is a vertical translation.
, the graph will be stretched vertically. If
We will then define the vertex of a parabola to be at point

, which can be found explicitly in
the vertex form of a quadratic equation.
We will then determine how to find the axis of symmetry, which is a vertical line that runs through
the parabola. This line will always be at
.
We will then determine whether the quadratic function will have a minimum or maximum. This can
be determined by our value. If is positive, the graph will have a minimum and if is negative, we will
have a maximum. The minimum or maximum will be at our value.
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We will then determine how to find our domain (which will be all real numbers for all quadratic
functions) and the range. The range is the potential outputs of the function. Depending on whether the
parabola opens up or down (whether is positive or negative) will determine if our range will be or
.
3- Application: Students will use their observations from the previous day to find out how to manipulate
a quadratic function to get a desired translation.
5- Synthesis: Students will be able to create quadratic functions in vertex form that will get them a
desired vertex, or with desired transformations.
This lesson will require a computer-projector for modeling. This can also be done with students using
Chromebooks as well as determining how to find the characteristics of quadratic functions in vertex
form.
Modeling
Modeling will be done mostly on the projector and board to show students some of the relationships
between the graphs and the equations that the graphs represent.
Guided Practice
As a class, we will discuss and work through problems that require us to interpret the resulting graphs
after manipulating values within the functions. We will determine how to write equations of quadratic
functions with certain stipulations, such as:
Translated 3 units to the left and 5 units up with a compression of
Students will work collaboratively or independently (based on their preference) on the given assignment
to check for students understanding of quadratic functions in vertex form.
Closure
At the end of class, the students will be asked to turn in their in-class assignment. We will end with a
short discussion and journal jot about what advantages the vertex form of a quadratic function may
have as well as what makes the vertex form easy to use.
Assessment
For this lesson, the students in-class assignment will be used as a formative assessment. I will select 3
problems to check for correctness (the three most challenging problems) and use this information to
determine whether or not there are any misconceptions or if the students have mastered the material.
Reflection
how the students reacted to the lesson. Students will also be given an opportunity to reflect in their
journals about how vertex form can be beneficial when working with quadratic functions.
Lesson 3: The Standard Form of a Quadratic Equation
Standards:
by
, and
Objective
By the end of this lesson, students will be able to accurate identify the vertex of a quadratic equation
that is expressed in standard form.
This class will be discussion based, but will be based around the idea of deriving a formula that can
represent the coefficients and when we have a quadratic function in standard form. The end result
of this derivation is to find a way to determine the vertex of a quadratic function expressed in standard
form.
Introduction
ask the students to determine if they can find the vertex of a quadratic function written in standard
form and a picture of its graph without graphing it themselves (by only using the function itself). They
will soon see that they do not know how to find the vertex, which is what we will be learning in this
lesson.
Input
Task Analysis
After the warm up question, we will introduce the standard form of a quadratic equation, or
where
and are real-number coefficients.
We will then discuss what is similar and what is different between the standard form and the vertex
form of a quadratic equation. The big points here are that both share , and that standard form does
not have a or value, but does have and values.
We will use this observation and begin with the vertex form of a quadratic equation, and derive a
way to find the vertex.
(1)
Expanding the squared term:
(2)
Multiplying the binomials (FOIL):
(3)
Distributing the :
(4)
THINK PAIR SHARE: What do you think happens next? Students will be asked to think for a minute,
share their thoughts about the derivation so far and what may come next, and then share their thoughts
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with that class to gain a better understanding of who is following along and where students are having
trouble with the content.
Since
And since
is a coefficient for our
term, we can say that
is what is left, we can say that
Here, I will remind the students that the vertex is

giving us
. We can now use
and solve for ,
.
We can then find our value by evaluating the function for
.
Voila! We have found a way to determine our vertex when given a function in standard form. Now
that we have found our vertex, we can determine our axis of symmetry, maximum or minimum value,
domain and range. We can also just substitute our values of , and into a vertex form equation to
make our standard form equation into a vertex form equation.
5- Synthesis: Students will construct a method for finding the vertex (and other characteristics) of a
quadratic equation in standard form. They will do this by deriving the vertex form and finding what
equal to.
is

This lesson will incorporate deriving meaning of different coefficients from two different
representations of a quadratic function. Most of the work will be done on the board and in the students
notes. We may use Desmos just to show that a vertex form function and a standard form function
represent the same function, but just look different.
Modeling
The modeling for this lesson will be done on the whiteboard. It will depict a story in a way. We will make
our way from the left side of the board to the right side, showing work and making connections as we go
in an effort to determine how to find our vertex when given a standard form quadratic function.
questions about their work as a means of formative assessment. Since this lesson can be quite lengthy
because of discussions as we proceed through the lesson, I will ask students to complete a 2-3 question
exit slip that has them find the vertex of a standard form quadratic equation and also determine the
various characteristics of that function once they have found the vertex.
Guided Practice
As a class, we will discuss and work through problems that require us to find the vertex of a standard
form quadratic equation.
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Students will work collaboratively or independently (based on their preference) on the exit slip to be
completed by the end of the class period.
Closure
At the end of class, the students will be asked to turn in their exit-slips. We will also have a short wrap
up discussion on what benefits the standard form equation has over the vertex form.
Assessment
For this lesson, the students exit slip will be a formative assessment for this lesson. It will be short and
easy for me to determine what misconceptions, if any, students are having with the ideas covered in
class.
Reflection
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Lesson 4: Modeling Quadratic Equations
Standards:
Objective
By the end of this lesson, students will be able to construct a quadratic equation from a given set of data
using a quadratic regression 4 out of 5 times on the in-class assignment, and analyze quadratic data and
quadratic models to solve problems 2 times on the in-class assignment.
This class will be discussion based with the opportunity for students to work together on a hypothetical
problem that will allow them to use what they know about quadratic functions to determine the heights
of two rockets.
Introduction
ask the students to determine if they can find the vertex of a quadratic function written in standard
form. It will also ask the students to find the maximum or minimum of that function.
Input
Task Analysis
After the warm up question, we will begin our lesson by looking back at linear regressions. We will
use a similar method to do a quadratic regression, or find a quadratic equation that best represents a
set of data that has a parabolic shape when graphed. We will look at data represented as ordered pairs,
and data represented in function notation. This should be familiar to the students, as the process is very
similar to doing a linear regression.
We will then move into an in-class group activity. The premise is that the students are at an
aerospace camp. We have two rockets that we are testing and want to determine which rocket can
reach a higher altitude. The rockets will have a parabolic flight path. The rockets have the following
flight paths:
Rocket 1:
Rocket 2:
There are also a few rough sketches of what their flight paths look like. I will then separate the class
into two groups, each given the task to find the maximum height of one of the rockets, which will be
assigned to each group. The students will be given 5 minutes (approximately the length of the song
Rocket Man by Elton John) to come up with their solution.
Once both groups have a solution, we will explain their work and determine which rocket
actually reaches the higher altitude, and what some of their information that they found actually means
in context to the problem at hand. Students will then be assigned and in-class assignment to complete
with the time remaining in class.
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4- Analysis: Students will develop quadratic equations that represent a given set of data. Students will
also examine what they know about the characteristics of quadratic functions and parabolas and use
that information to solve word problems with different contexts.
This lesson will incorporate cooperative learning, discussion, and a small bit of lecture to guide students
to build a better understanding of how to model information using quadratic equations and parabolas.
Students will need access to a graphing calculator to perform a quadratic regression, and may also want
the calculator to graph some of the information on the assignments. Access to Desmos graphing
calculator may also help with this lesson, but is not necessary.
Modeling
The modeling for this lesson will be done on the whiteboard and using a document camera to show how
to use that calculator to perform a quadratic regression. We will conduct the cooperative group activity
on the white board as well.
questions about their work as a means of formative assessment. The assignment will be relatively short
in terms of number of problems, but I anticipate students will have questions about some of the story
problems. I will encourage the students to first ask a neighbor or a friend before asking me for help.
Guided Practice
As a class, we will complete a cooperative learning activity, during which students will determine how to
find the maximum height of a rocket as Aerospace Camp. Students will also gain a better understanding
about some of the characteristics of parabolas and quadratic equations.
Students will work collaboratively or independently (based on their preference) on the in-class
assignment.
Closure
At the end of class, the students will be asked to return their graphing calculators and asked if there are
any last minute questions about the lesson before it is time to leave.
Assessment
For this lesson, the students homework will be the assessment for the lesson. It will be short, and easy
to check for understanding with just a few problems.
Reflection
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Lesson 5: Factoring Quadratic Functions
Standards:
Objective
By the end of this lesson, students will be able to factor 4 out of 5 quadratic expressions on their exit
slip.
This class will be discussion and modeling based. Students will learn about factoring a quadratic
expression and what we can use this strategy to do. We will work through examples and find a strategy
to check our work.
Introduction
ask the students to recall what a greatest common factor (GCF) of a list of numbers is. This will be used
later in our lesson.
Input
Task Analysis
We will start out by multiplying two binomials together (also known as FOIL). Then I will ask the students
how we can do this process of FOILing in reverse. That is, how can we take one quadratic function and
make it into two binomials? There are a few cases that we need to consider. What might they be?
1) If
This is the easiest case. To factor a quadratic expression with
of that also have a sum equal to .
We will do this example as a class:
, we need to find two factors
I will then ask how we can check our answer.

I will then have students work on a problem on their own. That problem is:
2) If
, we have to factor out the negative and then continue to factor the positive quadratic
expression.
For example:
3) If | |
We first look to see if the GCF of
and is . If it is, we just factor out
and factor as if
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If is not the GCF of

and , we have to factor by grouping.
We first must multiply by and find factors of that have a sum of . Then, split
and factor each half of the expression by the same binomial:
into two terms
2- Comprehension- Students will be able to rewrite quadratic equations as a product of its factors.

This lesson will be mostly modeling and allowing students to work on problems and practice their
factoring skills.
Modeling
Modeling will be done mostly on the board to show students how to factor quadratic expressions and
how to think about solving them.
Guided Practice
As a class, we will discuss and work through problems that require us to factor quadratic expressions
and discuss what to think about when factoring quadratic expressions.
to check for students understanding of factoring quadratic expressions.
Closure
short discussion of what we will be using this factoring strategy for in the next couple of lessons.
Assessment
Reflection
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Lesson 6: Quadratic Equations
Standards:
Objective
By the end of this lesson, students will be able to solve 4 out of 5 quadratic equations on their in class
assignment.
This class will be inquiry based. We will be determining how to solve quadratic equations by solving for
zeros. These zeros are points on a graph where the parabola crosses the x-axis.
Introduction
As the students walk in, they will have their daily warm up question posted. This question will have the
student factor a quadratic expression. We will use this strategy later in the lesson.
Input
Task Analysis
We will begin the lesson by defining what a zero is (a value for
We will then introduce the Zero Product Property:
If
then
or
Solve
by factoring.
such that
).
So, from the Zero Product Property
Or
.
This tells us that our quadratic equation is equal to 0 when
solving
and
:
, or
. We can check our answer by
.
Students may also use a graphing calculator to determine where the parabola crosses the x-axis.
Have students complete the problem
On their own. We will go over it as a class and ask if any more examples are needed or if there are any
more questions.

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3- Application: Students will use what they know about factoring quadratic expressions to solve
quadratic equations that are
.
This lesson will be mostly modeling and inquiry and will allow students to determine the zeros of
quadratic equations by factoring and by graphing.
Modeling
Modeling will be done mostly on the board to show students how to factor quadratic expressions and
how to take the factoring a step further in order to solve the functions for
.
Guided Practice
As a class, we will discuss and work through problems that require us to factor quadratic expressions
and discuss what to think about when factoring quadratic expressions and finding the zeros of a
quadratic equation.
to check for students understanding of factoring and solving quadratic expressions.
Closure
short discussion of what happens when we have a quadratic equation that is not factorable? Are we
limited to only graphing to determine the zeros or can we find them algebraically?
Assessment
Reflection
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Lesson 7: The Quadratic Formula
Standards:
HAS-CED.A.1- Create equations in one variable and use them to solve problems.
Objective
By the end of this lesson, students will be able use the quadratic formula to solve quadratic equations 4
out of 5 times on the in class assignment.
This class will be inquiry based. We will be determining how to solve quadratic equations by solving for
zeros. These zeros are points on a graph where the parabola crosses the x-axis.
Introduction
As the students walk in, they will have their daily warm up question posted. This question will have the
student find the zeros of an unfactorable quadratic equation by graphing. Then asking how we can find
these algebraically.
Input
Task Analysis
We will begin by reviewing the warm-up question and how we found the zeros of the equation even
though we could not factor the equation. We will then introduce the quadratic equation:
It is very important to explicitly state that the quadratic formula works for any quadratic equation that
can be solved. It is also important to note that if the discriminant (
) is negative, then we will
have no real solutions (you cannot find a real solution to the square root of a negative). If the
discriminant is 0, we will have one solution, and if the discriminant is greater than 0, we will have two
real solutions.
4- Analysis: Students are developing a method to solve quadratic equations. Students are also
distinguishing where we can solve by factoring or where we would need to use the quadratic formula.
This lesson will be mostly modeling and inquiry and will allow students to determine the zeros of
quadratic equations by using the quadratic formula.
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Modeling
Modeling will be done mostly on the board to show students how to solve quadratic equations using the
quadratic formula.
Guided Practice
As a class, we will discuss and work through problems that require us to use the quadratic formula to
find the zeros of a quadratic equation.
to check for students understanding of solving quadratic equations using the quadratic formula.
Closure
short discussion of when it would be appropriate to use factoring to solve and when it would be
appropriate to use the quadratic formula.
Assessment
Reflection
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Lesson 8: Rocket Applications of Quadratics
Standards:
Objective
By the end of this lesson, students will complete the Aerospace Camp activity and be able to determine
maximum height and hangtime of a rocket that has parabolic flight path.

This class will be exclusively focused on cooperative learning and little assistance will be given from the
teacher.
Introduction
ask the students to solve a quadratic equation using the quadratic formula.
Input
Task Analysis
For this lesson, students will complete the Aerospace Camp activity.
4- Analysis: Students will develop quadratic equations that represent a given set of data. Students will
also examine what they know about the characteristics of quadratic functions and parabolas and use
that information to solve word problems with different contexts.
This lesson will incorporate cooperative learning and discussion to guide students to build a better
understanding of how to model information using quadratic equations and parabolas. Students will
need access to a graphing calculator to perform a quadratic regression, and may also want the calculator
to graph some of the information on the assignments. Access to Desmos graphing calculator may also
help with this lesson, but is not necessary. Students will have the opportunity to have some hands-on
learning and real life application of parabolas.
Modeling
The modeling for this lesson will be done on the whiteboard and using a document camera to show how
to use that calculator to perform a quadratic regression. We will conduct the cooperative group activity
on the white board as well.
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While the students are working on their activity, the teacher will walk around asking the students
Guided Practice
As a class, we will complete a cooperative learning activity, during which students will determine how to
find the maximum height of a rocket as Aerospace Camp. Students will also gain a better understanding
about some of the characteristics of parabolas and quadratic equations.
Students will work collaboratively on the in-class activity.
Closure
At the end of class, the students will be asked to return their graphing calculators and asked if there are
any last minute questions about the lesson before it is time to leave. We will also have a discussion
about whether the rockets achieved their goals or not.
Assessment
For this lesson, the students activity sheet will be the assessment for the lesson. It will be short, and
easy to check for understanding with just a few problems.
Reflection
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AEROSPACE CAMP
You have been recruited by NASA to work with your group to do testing on a new fleet of
rockets that they have been developing. NASA has provided you with some supplies to your
group, which are:
Graph Paper
Graphing Calculator
Chromebook with Internet Access
Groupmembers
A briefing from NASA
As your project coordinator, NASA has asked that I give you no assistance in determining the
characteristics of your rocket, but I will tell you to use information you know about parabolic
flight. I will check in periodically. Best of luck.
Mr. T
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TOP-SECRET ROCKET #1:_____________________________________________________
*IN ORDER TO KEEP THE ROCKET A SECRET, YOU MUST FIRST COME UP WITH A
CODE NAME SO THAT THE ROCKETS IDENTITY WILL NOT BE COMPROMISED. WRITE
THAT IN THE SPACE PROVIDED ABOVE.
BRIEFING:
THIS ROCKET THAT YOU WILL BE ANALYZED IS TASKED TO BE ABLE TO REACH AN
ALTITUDE OF 500 FEET ABOVE SEA LEVEL. THE REASON WHY IS CONFIDENTIAL. WE
HAVE ASSEMBLED THE BEST AND BRIGHTEST THAT MR. TS ALGEBRA II CLASS HAS
TO OFFER TO DETERMINE WHETHER OR NOT THIS ROCKET WILL BE ABLE TO
COMPLETE ITS INTENDED MISSION. WE HAVE ALSO PROVIDED YOU WITH ALL
MATERIALS YOU MAYU NEED TO COMPLETE YOUR MISSION. YOUR WORK HERE IS
IMPARATIVE TO OUR OPERATION. YOU MUST SHOW SUFFICIENT ALGEBRAIC
EVIDENCE OF YOUR FINDINGS. THE FATE OF THE WORLD AS WE KNOW IT MAY
DEPEND ON YOU.
NAME
SIGNATURE
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TOP SECRET ROCKET #1 (TSR1)
THE FOLLOWING IS WHAT LITTLE INFORMATION WE HAVE COMPILED REGARDING

TSR1:
TIME (SECONDS)
1
3
5
7
HEIGHT (FEET)
139
301
335
241
IT HAS ALSO BEEN CONFIRMED THE TSR1 FOLLOWS A PARABOLIC FLIGHT PATH.
WE NEED YOU TO DETERMINE WHAT THAT FLIGHT PATH IS AND STATE HOW YOU
DETERMINED IT:
AT WHAT HEIGHT DOES TSR1 LAUNGH FROM AND HOW DID YOU DETERMINE THIS?
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WE ALSO NEED TO KNOW WHETHER OR NOT TSR1 WILL REACH ITS INTENDED
HEIGHT AS OUTLINED IN THE BRIEFING. WE MUST HAVE SUFFICIENT ALGEBRAIC
EVIDENCE TO SUPPORT THIS:
IT IS IMPARATIVE THAT ONCE TSR1 HAS FLOWN A MISSION WE CAN RECOVER IT AS

EFFICIENTLY AS POSSIBLE. WE MUST KNOW AT WHAT TIME THE ROCKET WILL BEGIN
ITS DESCENT AND HOW LONG THE ROCKET WILL BE IN THE AIR AND HOW YOU
DETERMINED THAT INFORMATION.
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Lesson 9: Final Assessment
Objective
By the end of class, students will complete the final assessment for the unit with an 80% or higher.

This class will be focused on assessment and giving students an opportunity to show what they have
learned.
Introduction
We will begin with a quick review of the main concepts of the lesson and answer any last minute
questions the students might have.
Input
Task Analysis
For this lesson, students will be taking the final assessment.

The assessment will be used to check for understanding.
Closure
At the end of class a unit evaluation will be passed out for students to complete and return for feedback
on the lesson.
Reflection
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Unit Evaluation/Reflection
Throughout this unit I gained a great sense of confidence and accomplishment. Not only did
most of my lessons go over extremely well with the students, it was great to introduce the students to
learning mathematics in a way they had not been exposed to before. It was also very interesting to
compare the reactions of lessons between my honors students and my regular Algebra II students. This
is most definitely a unit I will always remember and something that I plan on using again in the future if I
get the opportunity.
While observing the class for the first week or two of my placement, I got the sense that the way
math was taught was fairly monotonous. It seemed to be the same routine day after day. A goal for
myself was to never do the same thing two days in a row. If I had to lecture one day, I would make it a
point to do some hands-on learning the following day, and get a good class discussion going the day
after that. I wanted the students to get a better understanding of what mathematics really is, and not
that it is simply memorizing and executing steps to answer a question. In these two areas, I feel that I
really succeeded in giving the students something different and something that better represented math
than just taking notes and following steps to solve a problem.
Unfortunately at my placement I was not able to make my own final assessment. My host school
uses common assessments throughout the department for every unit. However, if I were to use have my
own final assessment, it would be very similar to the Aerospace Camp Activity. I thought that that
particular activity embodied everything that we covered in the unit and would have been a great
problem solving activity as well. I feel that a final assessment like this could and would have taken away
some of the stresses that students face when you force them to take something called an assessment.
I collaborated with my Cooperating Teacher when coming up with lessons and lesson plans for
this unit, but most of the work was done by myself. I created the Aerospace Camp activity on my own as
well. My CT helped me the most with sequencing and getting the unit to progress in a way that would
best make sense for the students.
The students reacted very positively to my lessons. I feel that I brought more enthusiasm about
mathematics than they were used to, but they responded well. I even got feedback such as, This is
boring, but I couldnt imagine how boring it would be if you werent so excited about it, and I often
receive, How can you be so excited about this? While many comments may have been intended as
sarcastic, it provides evidence that I really am bringing my best every day and am enthusiastic about
math and teaching to the point that my students are starting to notice and even changing their own
views on mathematics.
29
Student Evaluation of Unit

Although the unit is not complete yet, I plan on giving this short feedback form to students after the
final assessment:
1. How do you feel the unit went?
2. What went well for you (teaching strategies, assignments, problems, other)?
3. What did you struggle with the most?
4. How could I improve this lesson for future use?
30
31
32

Unit Plan Quadratic Equations

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Unit Plan Quadratic Equations

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Unit Plan: Quadratic Functions

Lesson 1: Introduction to Quadratic Functions

Thinking Levels (Blooms)

Methods, Materials, and Technology

Lesson 2: The Vertex Form of a Quadratic Equation

is the vertical stretch/compression factor. If

, the graph will be stretched vertically. If

We will then define the vertex of a parabola to be at point

Thinking Levels (Blooms)

Lesson 3: The Standard Form of a Quadratic Equation

and are real-number coefficients.

is a coefficient for our

term, we can say that

is what is left, we can say that

Here, I will remind the students that the vertex is

. We can now use

and solve for ,

Thinking Levels (Blooms)

Methods, Materials, and Technology

Lesson 4: Modeling Quadratic Equations

Thinking Levels (Blooms)

Lesson 5: Factoring Quadratic Functions

, we need to find two factors

I will then ask how we can check our answer.

and is . If it is, we just factor out

If is not the GCF of

into two terms

Thinking Levels (Blooms)

Methods, Materials, and Technology

Lesson 6: Quadratic Equations

So, from the Zero Product Property

. We can check our answer by

Thinking Levels (Blooms)

Lesson 7: The Quadratic Formula

Thinking Levels (Blooms)

Lesson 8: Rocket Applications of Quadratics

Lesson Management: Focus and Organization

TOP-SECRET ROCKET #1:_____________________________________________________

TOP SECRET ROCKET #1 (TSR1)

THE FOLLOWING IS WHAT LITTLE INFORMATION WE HAVE COMPILED REGARDING

IT IS IMPARATIVE THAT ONCE TSR1 HAS FLOWN A MISSION WE CAN RECOVER IT AS

Lesson 9: Final Assessment

Lesson Management: Focus and Organization

Checking for Understanding

Student Evaluation of Unit

1. How do you feel the unit went?

3. What did you struggle with the most?

4. How could I improve this lesson for future use?

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