Teacher(s) Franco Subject group and discipline Mathematics - Algebra

Unit title Quadratic Functions MYP year 4 Unit duration (hrs) 15

hours

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context & (exploration)

Relationships Change/Models GC – Personal and Cultural Expression

Exploration: Artistry

Statement of inquiry Process

Conceptual Understanding
Models demonstrate changes in relationships. (This goes better with the summative task as it is written and it is in the present
tense. SOI’s should be in the present tense as we teach and learn in the present.)

Statement of Inquiry
Models demonstrate changes in artistic relationships.

Inquiry questions

Factual Question — What is change?

Conceptual Question— Why do we use models?
Debatable Question— Are models necessary to understand relationships?

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Objectives and their strands Summative assessment
Outline of summative assessment task(s) using the Relationship between summative assessment task(s)
GRASPS model including assessment criteria (not and statement of inquiry. (The description of the
C the strands) in the final “S” of GRASPS: relationship here should describe in detail how the
concepts will be unpacked through the teaching and
i. use appropriate mathematical language G – Your goal is to show your learning in order to allow students to show their own
(notation, symbols and terminology) in understandihng of how models understanding of the statement of inquiry.)
both oral and written explanations demonstrate changes in artistic
ii. use appropriate forms of mathematical relationships. During this summative assessment students will
representation to present information R- You are an artist. understand how they can use models to demonstrate
changes in artistic relationships by using mathematics.
iii. move between different forms of A - Your audience… is a group of Students will perform transformations on the vertex
mathematical representation millionaires and art collectors who are form of quadratic function to model a realworld artifact.
iv. communicate complete, coherent and requesting art that represents accurate The transformations/changes done will be to the a, h,
concise mathematical lines of reasoning mathematics found in the world around and k of the vertex form of a quadratic function,
us. (𝑓 𝑥 = 𝑎 𝑥 − ℎ ' + 𝑘). Students will draw a coordate
v. organize information using a logical plane on a picture of their artefact. They will then
structure. S – The situation you find yourself in is identify the vertex and 2 other points on the curve of
that the collectors need an art interpreter the figure that represents the parabola. Using the
that will be able to show them the Nspire handheld, students will plot the points found on
their artefact. Students will then graph the quadratic
D mathematical accuracy of these parent function on the same plane. Using
relationships represented by the models transformations students will change the a, h, and k
iv. explain the degree of accuracy of a (your work). until the parabola matches the points plotted. During
solution this process the students are noticing how the
P - You will create/design/write/produce transformations/changes are affecting the relationship
etc. in order to create a piece of culturally that is modelling the artefact. Through the
transformations of the quadratic model, students will
relevant art. Please remember to use see how the mathematical relationship that describes
what you know about quadratic functions their piece of art changes.
in order to create a model that accurately
communicates relationships. It will be
important to describe what your work
means to you.

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 S- Your work will be assessed with MYP
Criteria C & D

Approaches to learning (ATL)

Example: In order for students to [strand:] use appropriate mathematical language (symbols, terminology) in both oral and written statements students must [skill:]
comprehend and use language with accuracy, clarity, and discernment (ATL Category: Thinking, Skill Cluster: Critical Thinking)

In order for students to use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations and use appropriate forms of mathematical representation to present information students must understand and use
mathematical notation. (Category: Communication Cluster: Communication).

In order for students to move between different forms of mathematical representation students and organize information using a
logical structure.must combine knowledge, understanding and skills to create a product or solution. (Category: Thinking Cluster:
Transfer)

In order for students to communicate complete, coherent and concise mathematical lines of reasoning students must paraphrase
accurately and concisely. (Category: Communication Cluster: Communication)

In order for students to explain the degree of accuracy of a solution students must organize and depict logically. (Category:
Thinking Cluster: Transfer)

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Action: Teaching and learning through inquiry

Learning process
Content
Learning experiences and teaching strategies Formative Assessment Differentiation
A.6(B) write equations
of quadratic functions Students will be introduced to quadratic function by Students will be given daily exit tickes over Students will be working with peers, and
given the vertex and investigating real life situations, a rocket launch, a the content taught. study groups.
another point on the kicked soccer ball, shooting a basketball, and
Warm ups daily will be given and tracked
graph, write the dropping an object from a great height. Students
using the Nspire Navigator system.
equation in vertex will determine why the shape is non-linear, and will Tutoring.
2
form (f(x) = a(x - h) + name the shape a parbola. Students will identify A quiz half way throught the unit will be
k), and rewrite the the key features of the quadratic function in given.
equation from vertex standard form, 𝑓 𝑥 = 𝑎𝑥 ' + 𝑏𝑥 + 𝑐. Use of problems that are in the interest of
form to standard form A unit test will be given covering quadratics.
2
the student, soccer, football.
(f(x) = ax + bx + c)
Students will identify key features of a quadric
A.6(C) write quadratic function’s graph, from an equation and in context of Alternative methods of answering questions.
functions when given a situation. They will practice identifying the x-
real solutions and intercepts, maximum, minimum, vertex, y-intercepts,
graphs of their related and line of symmetry. Alternative use of technology.
equations.

A.7(A) graph Students will investigate how the shape of a Assistance from Co-teacher.
quadratic functions on parabola changes when the a and c of the standard
the coordinate plane form of a quadratic function is changed in specific
and use the graph to ways.
identify key attributes, Use of color, diagrams, and graphic
if possible, organinzers in interactive journal.
including x-
Students will investigate tranformations to the
intercept, y-intercept,
zeros, maximum quadratic parent function when done in function
value, minimum notation. F(x) will be replaced with af(x), f(bx), f(x-c),
values, vertex, and f(x)+d.
the equation of the
axis of symmetry
Students will be introduced to the vertex form of a
(C) determine the quadratic function, 𝑓 𝑥 = 𝑎 𝑥 − ℎ ' + 𝑘. They will
effects on the graph of compare and contrast the standard form to the

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the parent function f(x) vertex form of a quadratic function, by finding all the
2
= x when f(x) is key features of the graph in vertex form.
replaced by af(x), f(x)
+ d, f(x - c), f(bx) for
specific values Students will practice transforming the vertex form
of a, b, c, and d. of a quadratic functions given pictures of quadratics
found in nature and in architecture. The pictures
A.8(B) write, using will be embedded in the graphing documents on the
technology, quadratic Nsprire handheld. Students will try to change the a,
functions that provide h, and k of the parent function in vertex form to align
a reasonable fit to with the curve of the picture. Students will describe
data to estimate how the changes affected the parabola.
solutions and make
predictions for real-
world problems.
Students will write an equation in vertex form, given
a point and a vertex. Students will be required to
substitute in values for x, y, h, and k, and solve for
the “a” value.

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 Resources

TI Nspire
TI Nsprie Navigator system
Education.ti.com
Teacher made materials

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
• Students must have an understanding of how to • Students are absent often. • Due to student absences I had to be readily
use the TI-Nspire. available for tutoring. Daily reminders were
• Warm-ups and the interactive journal help given for students to come to tutoring to
• Attendance. Students must be present to studetns to catch up quickly when they come finish their projects.
receive the content and tools needed to to class.
complete the project. • Only 33% of students turned in a picture. Next
• Students found the vocabulary easy to use. year I will take students out for a parabola
• Time manegemnt. Keep due dates and They still have a problem with “parabola”, scavenger hunt around campus.
reminders posted. but they are comfortable with the key
features. • Students made great connections between the
• Students must be comfortable in using the vertex form and the graph of a quadratic
vocabulary in identifying key features of a • Students were able to use the technology quite function.
quadratic function. easily. They were able to help their peers,
including the ones absent often. • I provided an extension for students done with
• Have reviews/ Warm ups ready for absent their summative assessment quickly.
students. • Students were given daily reminders weeks Students used a point and the vertex, and
inadvance to turn in or email a picture for solved for “a” in the vertex form. Students
• Supplies/Tools. Students will need their project.
cameras/technology to take pictures or find then compared and contrasted the two
pictures of parabolas in the real world. • I printed back up picture ready to use incase methods of finding the model for their
Students will also need access to technology students did not turn in their picture. artefact.
to print or email their pictures.
• Materials needed to make their presentions
were readily available.

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