Course Summative - Quadratic Equations & Relations

and Trigonometry PBL

Student Sheet
Your goal is to identify real-life examples of the mathematical concepts learned in this course.
This can be a natural phenomenon, an object with cultural significance, or use of mathematical
concepts and their applications in a career.Your final product can include a poster presentation,
an article, a blog post, a social media post, or a pamphlet. If you want to design an alternative
product, discuss it with your teacher. You will discuss your findings to your teacher in a student-
teacher conference at the end of the semester.

Guideline to follow:
1. Decide on a unit that you want to research - hand in on day 1.
a. Include the example and the topic it falls under.
2. Ask yourself what you do and do not know about the real life scenario and the unit covered -
submit on day 2.
a. Create a similar chart and submit it at the end of day 2.
Unit Real-Life Example

Do know

Do not know
3. Find resources to answer the questions you do not know. Ensure that you cite your references
for what you do and do not know.
4. Collaboration day - discuss your findings thus far with your table. Provide feedback on how
others can improve. Have they completed the checklist? Is there anything they can include -
like pictures, mini-videos, more description? Ask for feedback as well so you can improve
your project. - day 3
5. Conferences - The teacher will set up 5 minute conferences to check your progress, provide
feedback and provide an opportunity for you to ask questions. - day 3
6. Self-evaluation: Use the remaining time before your presentation to improve your inquiry.
Submit your self-evaluation on your presentation day.
7. Choose a presentation day and tell your teacher.

Stages you must follow in any order:

1. Inquire 2. Research/Reflect
a. Ask questions a. Identify resources
b. discuss/reformulate b. Access knowledge
3. Evaluate 4. Construct
a. “Do the resources address the a. Improve your question
question” b. Re-examine
b. “Do they raise new questions?” c. Synthesize
Requirements:
Hard copy submission with the following information to be submitted both in the google classroom and
in-class.
1. Title page containing the following information: your name, topic, unit connection,
teacher name, course code and period.
2. Aim: the purpose you chose the specific topic and general what it is connected to.
3. Summary: A quick 3-5 sentence summary of your project.
4. Strategy: Use mathematical concepts and terminology discussed in class to create a plan
on how you will create a mathematical model for a real-world problem with explanation
(purpose of each step).
5. Mathematical Work: Executing your strategy with the mathematical work. Diagrams
and equations can be used here to support the transition of the example to a mathematical
model.
6. Check Validity: Create a test question using your model and solve it to check the
validity of your model. Validate your model with a comparison of your solution to the
real-life example.
7. Conclusion: The conclusion contains a reflection of your project that answers the
following questions:
a. Was I successful in modeling a real-life example with a mathematical model?
b. Are there any areas for improvement?
Discussion Questions:
To be asked during interview & should be included in your hard copy:
1. What field or area of study is your research from?
2. What were some reasons why you chose this example?
3. Were there any aspects of your example that you had to remove to make it easier to work
with? What aspects did you have to ignore? What would you do to make your product
more realistic?
4. Explain the use of the technology to create the graphics within your product (GeoGebra,
Desmos etc.).

Extension Questions
1. Reflecting on this process, what were some things that you learned about? What would
you do differently?
2. Can your example be observed in other industries or parts of the world? How are they
connected?
Ideas:

Trigonometry Ideas:
IB Connections: ● Music Theory and Production, Architecture and
Engineering , Manufacturing
● identities and relationships ○ https://sciencing.com/facts-7567240-delta-
● personal and cultural expression angle.html
● orientations in space and time ● Paths of moving objects, physics and mathematics,
satellite navigation systems
● scientific and technical ○ https://www.geeksforgeeks.org/what-are-
innovation some-real-life-applications-of-trigonometry/
● fairness and development
● globalization and sustainability.
 Sample rubric:
Student name: ________________ Topic:__________________ Unit: ___________________
Attempt Sometimes Generally Consistently

Category / 1-2 3-4 5-6 7-8

Question

Application The student can: The student can: The student can: The student can:
Identify some of the Identify the relevant elements Identify the relevant elements of the Identify the relevant elements of the
elements of the authentic of the authentic real-life authentic real-life situation authentic real-life situation
real-life situation situation
apply mathematical select adequate mathematical select appropriate mathematical
strategies to find a select, with some success, strategies to model the authentic real- strategies to model the authentic
solution to the authentic adequate mathematical life situation real-life situation,
real-life situation with strategies to model the
limited success authentic real-life situation apply mathematical strategies to apply mathematical strategies to
reach a valid solution to the authentic reach a correct solution to the
apply mathematical strategies real-life situation authentic real-life situation
to reach a solution to the
authentic real-life situation explain the degree of accuracy of the justify the degree of accuracy of the
solution solution
discuss whether the solution
makes sense in the context of explain whether the solution makes justify whether the solution makes
the authentic real-life sense in the context of the authentic sense in the context of the authentic
situations. real-life situations. real-life situations.

Knowledge and The student demonstrates The student demonstrates: The student demonstrates a strong Consistently accurate deductions are
Understanding inconsistent skills. Appropriate deductions are understanding. made in both familiar and unfamiliar
made in more complex contexts.
\Attempts to make situations. Appropriate deductions are made in a
deductions with simple variety of challenging but familiar Very successful in using
problems. Does well with factoring, contexts. mathematical skills , with at least
simplifying and solving OR some success in Part
Skills are adequate at best. use of trigonometric ratios and
laws.

Communication The student is able to use The student is able to: use The student is able to: usually use The student is able to: consistently
limited mathematical some appropriate appropriate mathematical language, use appropriate mathematical
language mathematical language language
usually use appropriate forms of
use limited forms of use appropriate forms of mathematical representation to use appropriate forms of
mathematical mathematical representation to present information correctly mathematical representation to
representation to present present information consistently present information
information adequately usually move between different correctly
forms of mathematical representation
communicate through communicate through lines of move effectively between different
lines of reasoning that are reasoning that are complete communicate through lines of forms of mathematical
difficult to interpret. reasoning that are complete and representation
adequately organize coherent
information using a logical communicate through lines of
structure. present work that is usually reasoning that are complete,
organized using a logical structure. coherent and concise

present work that is consistently

organized using a logical structure.
Google forms - topics - includes
● Aim of exploration
● Statement: this is what I like to explore. (as developing their understanding they
● Rationale: methodology - what math is being investigated (can compare)
● How is the math helping them understand what they’re investigating
Change rubric to include one of each strands
Engagement: how is the math achieving their aim

Reflection: critical thinking and deep depth

● Limitations and what can be done differently - has to be higher level of critical thinking
○ Reflection: through the work and at the end
○ Superficial: level 1-4, higher level 5 -8 needs to be deeper thinking.
● (breaks into
Progression:
● KU:
● C:
● AP:

Choice in product - presentation/interview & conversation

Forms for conversations/observations

Check-list
● Course materials
● Hardcopy - with face-to-face
● Professional: pictures, diagrams, presentation, title page (communication)
● Abstract
● Purpose
● Add connections between the instructions and the rubric (less vague)

8. Connections between example and course

a. Unit and topic
9. Breakdown of topic
a. Explain how the connection between example and course was made (level 1-2)
i. Dome of a Mosque
ii. Parabolic shape
b. Breakdown of the content using relevant terminology and concepts(Level 3&4)
i. Connects to unit 1&2 (Quadratic relations)
ii. X-intercepts, vertex, make an equation
c. Use the equation to answer questions created (may follow an example from test or
class)
i. What is the height of the dome 2m into the wall etc
d. Extension questions:
 i. Compare two parabolas to see which is higher or if they ever intersect (2
mosques behind each other in Turkey etc).

Sample assessment (IBL) and rubric:

Mathematical Processes Expectations:
● Problem Solving: Use problem solving strategies as they pose and solve problems and conduct
investigations. They are deepening their mathematical understanding.
● Reasoning and Proving: - maybe not this one
● Reflecting: monitor their thinking and clarify their understanding as they complete an
investigation or solve a problem. Peer assessments, self-reflection and discussions with teachers
● Selecting Tools and Computational Strategies: Use of technology or concrete materials to
create a visual where they’ve used the computational strategies to investigate the mathematical
idea and solved the problem
● Connecting
● Representing
● Communicating

Overall Expectations
Quadratics
● solve quadratic equations and interpret the solutions with respect to the corresponding relations;
● solve problems involving quadratic relations
● determine the basic properties of quadratic relations
Specific Expectations
Investigating the Basic Properties of Quadratic Relations:
● collect data that can be represented as a quadratic relation, from experiments using appropriate
equipment and technology (e.g., concrete materials, scientific probes, graphing calculators), or
from secondary sources (e.g., the Internet, Statistics Canada); graph the data and draw a curve of
best fit, if appropriate, with or without the use of technology
● identify the key features of a graph of a parabola (i.e., the equation of the axis of symmetry, the
coordinates of the vertex, the y-intercept, the zeros, and the maximum or minimum value), and
use the appropriate terminology to describe them;
● solve quadratic equations that have real roots, using a variety of methods (i.e., factoring, using the
quadratic formula, graphing)
Solving Problems Involving Quadratic Relations:
● determine the zeros and the maximum or minimum value of a quadratic relation from its graph
(i.e., using graphing calculators or graphing software) or from its defining equation (i.e., by
applying algebraic techniques);
● solve problems arising from a realistic situation represented by a graph or an equation of a
quadratic relation, with and without the use of technology
○
Concept Beginning (level Approaching Meeting (level Exemplary
1 - 2) (level 3 - 4) 5 - 6) (level 7 - 8)
I had difficulty I am developing I demonstrated I had
demonstrating an understanding my demonstrated an
my of this concept understanding in depth
understanding of of this concept understanding of
this concept. this concept

Identify a I have identified I have identified I have identified I have identified

mathematical part of the part of the a sustainable the sustainable
concept in the sustainable sustainable practice practice and
real world practice with practice impacted explain my
help. impacted. reasoning

Describe the I can describe I have identified I can identify I can describe the
structure and few parts of the some structures different parts structure of the
function of the structure and and operations of of the environment and
concept within function of the environment environment their function in
the example environment and generally the ecosystem
with difficulty speak about when healthy and
their functions when infected.

Describe the I can make I can make I can make I can make
relationship connections connections connections connections
between the between the between the between the between
environment environment and environment and environment environment and
and organisms other organisms other organisms and other other organisms
and have and briefly organisms and and describe in
difficulty describe how the describe how detail how the
describing how relationship is the relationship relationship is
the relationship affected when is affected when affected when the
is affected when the environment/ the environment/
the environment/ organisms is environment/ organism is
organisms is affected organism is affected
affected affected

Identified a I can identify the I can identify the I can identify I can identify the
sustainable sustainable sustainable the sustainable sustainable
practice and practice and practice and practice and practice and
how it improves have difficulty briefly describe describe with describe with
the describing how how the detail how the high detail how
environment the environment environment is environment is the environment
affected. is affected. affected. affected. is affected.
AP, KU, C