Title of Unit Quadratic Equations – Grade 10th and 11th

Characteristics and Level Grade

Solving

Curriculum Area Mathematics – Algebra II Time

2 weeks
Frame

Stage 1 – Identify Desired Results

Content Standards:

MM2A4. Students will solve quadratic equations and inequalities in one variable.

a. Solve equations graphically using appropriate technology.

b. Find real and complex solutions of equations by factoring, taking square roots, and applying
the quadratic formula.

Understandings
Students will understand that:

 Quadratic equations can be solved graphically and/or algebraically

 There is a reason why you have real and complex roots
 Quadratic equations are an essential part of the banking system within the
United States and around the world.
 There are various important uses for quadratic equations

Related Misconceptions:

 Solving quadratic equations are very difficult to accomplish.

 There is no way to tell if the roots of a quadratic equation is suppose to be
real or complex.
 Quadratic equations have no relevance in real world application.

Essential Questions
Overarching Questions: Topical Questions:

To what extent are quadratic equations used in real What are the methods for solving
world applications? quadratic equations graphically?

Why do complex roots exist within quadratic What are the methods for solving
equations? quadratic equations algebraically?

How many possible roots can a quadratic equation What are the methods for solving
have? quadratic inequalities?
Are there other possible ways for solving a Are the methods for solving quadratic
quadratic equation? inequalities and quadratic equations
similar?

How can the solution of quadratic

inequalities be described with linear
inequalities?

Knowledge and Skills

Knowledge Skills
Students will know: Students will be able to:

 Key Terms - Real and complex roots,  Solve a quadratic equation and
quadratic formula, determinant. completing inequality graphically.
the square, factorization.  Solve a quadratic equation and
 How to determine and interpret the inequality algebraically.
discriminant.  How to utilize the quadratic
 How to find the roots of a quadratic formula.
equation.  Apply appropriate methods
 How to describe the roots to a quadratic (completing the square, bussing
equation the b factoring, and taking
 How to describe the solution to a quadratic square roots) to solve a
inequality quadratic equation
 How to utilize the quadratic formula. algebraically.
 How to utilize the taking square roots  Calculate interest on an amount
method. of money using quadratic
  How to apply quadratic equations to real life equations.
applications.

Stage 2 – Assessment Evidence

Performance Task
The Construction Project
Goal & Role: You are in charge of the financial team at Mipro Inc. The company is doing well
financially and The Board of Directors has decided to construct a new office building. Your job is to
prepare a report detailing which bank’s Certificate of Deposit, if any, will be most beneficial to the
company. (Application)

Audience: You need to convince the Board of Directors of how to proceed with financing the
building project (Perspective).

Situation: This construction project must be completed in 2 years as the current lease on the
building will expire in 2 years. The construction team has estimated that the cost of the building
project is $2,000,000. The Board of Directors stated the company has committed a principle of
$750,000 for the building project and would like to not invest anymore. The principle will be
placed into a Certificate of Deposit in hopes that enough interest can be made to pay for the
building project in 2 years (Empathy). The following are the bank rates and promotions on
Certificate of Deposits(Interpretation):

Discovery Bank: 2 Year CD: APY: 2.76% + 20% bonus matching at the end of the 2 nd year;

Capitol Two Bank: 2 Year CD: APY 2.85% + 5% bonus matching at the end of the 2 nd year;

StarTrust Bank: 2 Year CD: APY 3.00% + 1% bonus matching at the end of each year.

Product Performance and Purpose: You will need to prepare a professional presentation
(Explanation) which will provide all of the necessary information for the Board of Directors to
make an informed decision. Your presentation must be in Microsoft Powerpoint and must include
all performed calculations. If you find that neither bank will be sufficient, then you must provide
what criteria the company should be looking for in a Certificate of Deposit that will be sufficient for
the building project (Self-Knowledge). The following formula is used to calculate the interest on a
Certificate of Deposit: Principle * (1+APY)2 = Future Amount

Standards and Criteria for Success: Your presentation will be judged by 5 of your classmates
chosen at random. Their scores will make up 20% of the final grade in the class. The remaining 80%
will come from the rubrics associated with the tasks. A successful presentation will score at
minimum an 80%. Any presentation with a score less than 80% will be required to repeat the
presentation.
 Performance Task Rubric

Math - Problem Solving : The Construction Project

         

Teacher Name: Mr. Maxwell

Student Name:     ________________________________________

CATEGORY 4 3 2 1
Mathematical Explanation shows Explanation shows Explanation shows Explanation shows
Concepts complete substantial some very limited
understanding of understanding of understanding of understanding of
the mathematical the mathematical the mathematical the underlying
concepts used to concepts used to concepts needed concepts needed
solve the solve the to solve the to solve the
problem(s). problem(s). problem(s). problem(s) OR is
not written.
Explanation Explanation is Explanation is Explanation is a Explanation is
detailed and clear. clear. little difficult to difficult to
understand, but understand and is
includes critical missing several
components. components OR
was not included.
Strategy/Procedure Typically, uses an Typically, uses an Sometimes uses an Rarely uses an
s efficient and effective strategy effective strategy effective strategy
effective strategy to solve the to solve problems, to solve problems.
to solve the problem(s). but does not do it
problem(s). consistently.
Neatness and The work is The work is The work is The work appears
Organization presented in a presented in a presented in an sloppy and
neat, clear, neat and organized organized fashion unorganized. It is
organized fashion fashion that is but may be hard to hard to know what
that is easy to usually easy to read at times. information goes
read. read. together.
Completion All problems are All but one of the All but two of the Several of the
completed. problems are problems are problems are not
completed. completed. completed.
Mathematical Correct Correct Correct There is little use,
Terminology and terminology and terminology and terminology and or a lot of
Notation notation are notation are notation are used, inappropriate use,
always used, usually used, but it is sometimes of terminology and
making it easy to making it fairly not easy to notation.
understand what easy to understand understand what
was done. what was done. was done.
Mathematical 90-100% of the Almost all (85- Most (75-84%) of More than 75% of
Errors steps and solutions 89%) of the steps the steps and the steps and
have no and solutions have solutions have no solutions have
mathematical no mathematical mathematical mathematical
errors. errors. errors. errors.
PowerPoint No errors found in A few errors found A significant Numerous errors
Presentation grammar, spelling in grammar, amount of errors found in grammar,
or usage that spelling or usage found in grammar, spelling or usage
spelling, or usage
distract the reader. that distract the that distract the
that distracts the
Required format reader. reader. reader.
used Very Little of the
Most of the
formatting
formatting
requirements have Required format
requirements have
been satisfied has not been used
been satisfied
Total Teacher Evaluation = ___ / 28 * .80 = _____
4 3 2 1
Presentation was Presentation was Presentation was Presentation was
excellent very good satisfactory poor
Total Peer Evaluation = ____ / 20 * .20 = _____
Total Score: ______

Other Evidence
(e.g. tests, quizzes, work samples, observations)

 Students will take examinations regarding solving quadratic equations.

 Students will be required to work out and explain homework problems on the board
during class (Explanation).
 Students will complete online quiz, covering the previous lesson.
 Students will work groups solving quadratic equations and provide explanations of
solutions to the class (Explanation).
 Students will provide a one page written summary of each guest speaker’s discussion
 about real life applications of quadratic equations (Perspective).
 Students will open an in-class savings account and will calculate compound interest
earned using a quadratic equation (Application).

Student Self-Assessment and Reflection

 Each examination will have a section for students to discuss their accomplishments
and weaknesses on the examination.
 At the conclusion of the semester, each student will send an e-mail to next year’s
math teacher to discuss what they learned within the class and to find out how their
knowledge will be utilized within the next class.
 Students will keep a journal and write about the math class during the last 5 minutes
of each class.
 At the conclusion of the semester, students will be asked to complete an evaluation
tool to assess their feeling about the current math class and ability to perform
adequately in the next level math class.

Stage 3: Plan Learning Experiences

Week 1

· Begin with each student taking the Pre-Test to gain insight into current knowledge
base. W

· Direct student to Video Podcast on Characteristics of Quadratic Equations Part 1 to

teach students about the Vertex and Axis of Symmetry. W, E

· Display and utilize online graphing calculator to reinforce Podcast lesson:

http://www.coolmath.com/graphit/ E

· Have students practice finding the vertex and Axis of Symmetry of a quadratic
equation. solving quadratic equations graphically using a worksheet. E2, O

· Conduct online tutoring session W, E

· Give a quiz on finding axis of symmetry and Vertex. E-2

Week 2
· Follow-up: Review Definition and graph of a Quadratic Equation. R

· Follow-up: Review Axis of Symmetry and Vertex Characteristics. R, O

 · Direct student to Video Podcast on Characteristics of Quadratic Equations Part 2 to
teach students about the Domain and Range. W, E

· Display and utilize online graphing calculator to reinforce Podcast lesson:

http://www.coolmath.com/graphit/ E

· Have students practice finding the domain and range of problems. E2, O

· Have student post solutions to characteristics of quadratic equation problems via

online mechanism and have peer review sessions. E2,O,R

· Give online quiz on Characteristics of Quadratic Equations.

· Direct students to Video Podcast on Solving Quadratic Equations. W,E

· Practice factoring method of quadratic equations. E-2

· Direct students to Practice Problem 1 and Practice Problem 2 Podcast for practical
application of solving quadratic equations.

· Have students practice solving quadratic equations graphically using a worksheet.

E2, R

· Demonstrate the use of the Quadratic Equation Solver:

http://www.webgraphing.com/quadraticequation_quadraticformula.jsp E

· Demonstrate the use of the The Quadratic Solver:

http://zonalandeducation.com/mmts/miscellaneousMath/quadraticRealSolver/quadraticReal
Solver.html E

· Give an online quiz on solving quadratic equations algebraically, using factoring

and the quadratic formula methods, and graphically. E2

Week 3
· Follow-up: Review solving quadratic equations algebraically. R,O

· Follow-up: Ask students about the process of solving linear inequalities. W

· Follow-up: Review solving linear inequalities. R,O

· Have banker webcast with students to discuss the importance of quadratic

equation within the banking system and to present real world problem to be solved by
students (from Stage 2) E-2,T, O

· Have students’ present solutions to real world problem.