Digital Unit Plan Template

Unit Title: Interpreting functions Name: Christopher Williams

Content Area: Algebra 2 Grade Level: 9th- 11th
CA Content Standard(s)/Common Core Standard(s):

CCSS.Math.Content.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
CCSS.Math.Content.HSF.IF.C.8.a
Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in
terms of a context.
Big Ideas/Unit Goals:

What is a function?
Plug in values to quadratic equation
What is standard form?
How do graphs shift vertically and horizontally?
What are our coefficients a, b, and c?
What is the vertex of the graph?
Does the graph open up or down?
Completing the square
What are x-intercepts?
Make a table to find points on graph
Create a graphic organizer for understanding.
What is vertex (graphing) form
Quadratic equation checklist
Use previous big ideas

Unit Summary:
To start the unit students will do a warm up on interpreting functions will introduce students to graphing functions in both standard and graphing (vertex) form, how to
factor, and complete the square of quadratic functions. Through completing this warm up, the students will have a better understanding of the topics that will be introduced in the
teacher lecture and activities. Students will begin to understand the topic of interpreting functions by watching a teacher lecture and taking notes. In their notes, students will be
asked to provide in depth explanations of the big ideas outlined in the teacher lecture. Group collaboration will be incorporated as students will work with one another to factor
equations and put them in to standard form so that they can begin graphing. Students will create a graphic organizer in which they will write down the steps to putting an equation
into graphing (vertex) form. Lastly, students will take a quiz on factoring, completing the square, and graphing equations that are in both standard and graphing form. Students will
use Desmos, which is an online manipulative that allows students graph an equation (parabola) and explore all the different points on the graph. In addition to visually seeing the
points that make up the graph, students will begin to understand how parabolas can move vertically and horizontally. Students will also be required to turn in an exit card in which
they will be given equations on the topics we covered throughout the unit (graphing standard equations, factoring and completing the square, and graphing equations that are in
vertex form).

Assessment Plan:
Entry-Level: Formative: Summative:

Warm up- Interpreting Functions Notes on teacher lecture. Desmos graphing activity
Explanations of big ideas. Exit cards
Create a graphic organizer on the steps of
putting equations into graphing (vertex
form).
Group collaboration on factoring equations
to be graphed.
Short Quiz

Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities:
Demonstrate an (Assessments): Students will -Group collaboration working with factoring equations and putting them into standard form to be
understanding of graphing show that they understand graphed.
quadratic functions. graphing functions by using -Screen Cast
an online manipulative Students may work together or alone as they solve the problem with the teacher.
working with graphing Students will need to have chrome book out, or be at a computer to work with this example
quadratic functions. The video will be paused after each question
-Students will complete an activity using Geogebra. They will graph the parent function of y=x^2 and
work with equations in standard form that shift the parent function vertically or horizontally. After they
work with, and visually see graphs in standard form, students will work with manipulating graphs that
are in vertex form.
-Conclusion
Any last questions/thoughts?
Now that we have finished our lecture, taken notes/watched an in class video lecture, and graphed our
equation on Geogebra, you should successfully be able to break down Quadratic Functions and graph
equations.
Feel free to use Geogebra as an alternative resource to graphing by hand in order to check your x-
intercepts and your vertex.
Lastly, add any last minute notes in the notes section. You will need to refer to them as we move on to
our next lesson!

Big Ideas Addressed

What is a function?
What is standard form?
What are x-intercepts?
Does our graph open up or down?
 How do graphs shift vertically and horizontally?
What are our coefficients a, b, and c?

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
Demonstrate an Students will take a short quiz Group collaboration working with factoring equations and putting them into standard form to be
understanding of how to get a on factoring and completing graphed.
standard equation by the square of a quadratic
completing the square. equation. Big Ideas Addressed
Completing the square
Does the graph open up or down

Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will learn the Students will turn in their Graphic Organizer: Students will create a graphic organizer in which they will write down the steps to
differences between the organizer along with a putting an equation into graphing (vertex) form
standard form and graphing checklist and graph the -Graphic Organizer Layout:
(vertex) form of quadratic equation given to them.
equations, so that they can 1. Your organizer will flow from top to bottom and then move to the right side of the paper, following the
appropriately graph these same top to bottom style.
equations. 2. You will need a total of four boxes to complete this activity (There are six in the example, but only for
explanation purposes).
3. Subtopics
1. Identify your "a", "b", and "c" values.
2. Set your equation up to complete the square.
3. Complete the square and add values to the left and right side of the equation.
4. Put your new equation into graphing form.

Additional requirements:

This is an individual assignment.

You will have until the end of next class period to turn your organizer in.
Pay attention to the checklist, as it is important for creating your organizer.

Big Ideas Addressed

What is vertex (graphing) form?

Create a graphic organizer for understanding.
Plug values into quadratic equation
Quadratic equation checklist
Unit Resources:
Digital unit plan site: http://williamsmathworld.weebly.com/

Teacher Lecture:
http://williamsmathworld.weebly.com/lesson-1-teacher-lecture.html

Webercise:
https://www.khanacademy.org/math/algebra/quadratics/solving-quadratics-by-completing-the-square/e/completing_the_square_1
http://www.purplemath.com/modules/solvquad.htm
https://www.mathsisfun.com/algebra/factoring-quadratics.html
https://www.intmath.com/quadratic-equations/2-solving-quadratic-equations-completing-square.php
https://mathbitsnotebook.com/Algebra1/Quadratics/QDcompletesquare.html
https://www.khanacademy.org/math/algebra/quadratics/solving-quadratics-by-completing-the-square/e/completing_the_square_1
https://www.mangahigh.com/en-us/math_games/algebra/completing_the_square/completing_the_square

Graphic Organizer:
http://williamsmathworld.weebly.com/lesson-3-graphic-organizer.html
http://virtualnerd.com/algebra-2/quadratics/solve-by-completing-square-roots/complete-square/completing-square-convert-standard-to-vertex

Useful Websites:
http://jwilson.coe.uga.edu/EMT668/EMAT6680.Folders/Barron/unit/Lesson 6/6.html

https://www.geogebra.org/m/scUHdsQ2