Sturm Unit Plan

Sturm 1
Unit Plan
Course:
Algebra I
Grade:
10-12
Unit Topic: Quadratic Functions and Equations

Unit Duration:
9 Days (Block Schedule)
1. Introduction: The purpose of this unit is to familiarize the students with

quadratic functions and equations by seeing structure in expressions,
reasoning with equations and inequalities, and interpreting functions.
2. Essential Questions:
A. What are the characteristics of quadratic functions? (Function)
B. How can you solve a quadratic equation? (Solving equations and
inequalities)
C. How can you use functions to model real-world situations? (Modeling)
3. Instructional Objectives:
A. Graph quadratic functions of the form y=ax2 and y=ax2+c
B. Graph quadratic functions of the form y=ax2+bx+c
C. Solve quadratic equations by graphing and using square roots
D. Solve quadratic equations by factoring
E. Solve quadratic equations by completing the square
F. Solve quadratic equations using the quadratic formula
G. Find the number of solutions of a quadratic equation
4. Unit Content:
A. Quadratic graphs and their properties
B. Quadratic functions
C. Solving quadratic equations
D. Factoring to solve quadratic equations
E. Completing the square
F. The quadratic formula and the discriminant
5. Procedures and activities:
A. Lecture/discussion on many of the above topics
B. Independent Work
C. Student-led lecture
D. Quizzes
E. Exit Slips (Lesson checks)
F. Group project in gym
G. YouTube videos
H. Unit Test
Lesson Plan 9-1
Sturm 2
Class: Algebra 1
Grade Level: High School
Unit: Chapter 9
Teacher: Mr. Isaac Sturm
Objectives
Students should be able to graph quadratic functions of the form y=ax 2 and
y=ax2+c
Common Core State Standard(s)-CCSS

F-IF.C7a Graph linear and quadratic functions and show intercepts, maxima, and
minima. Also A-CED.A.2, F-IF.B.4, F-IF.B.5, F-BF.B.3
Iowa Core Curriculum-Subject Area Standard

Algebra F-IF.C7a, A-CED.A.2, F-IF.B.4, F-IF.B.5, F-BF.B.3
21st Century Skill(s)

Critical thinking and problem solving. Solve different kinds of non-familiar problems
in both conventional and innovative ways.
Essential Question
What are the characteristics of quadratic functions?
Anticipatory Set (15 Minutes)
Define Vocabulary
o
Quadratic function-function that can be written in the form

y=ax2+bx+c, where a0
Standard for of a quadratic function- y=ax2+bx+c, where a0
Quadratic parent function-f(x)=x2 or y=x2
Parabola-the graph of a quadratic function, a U-shaped curve
Sturm 3
o
Axis of Symmetry-the fold or line that divides the parabola into two
matching halves
Vertex-the lowest or high point of a parabola
Minimum-lowest point of a parabola
Maximum-highest point of a parabola
Teaching: Activities
Anticipatory Set (10 minutes)
Tic-Tac-Toe Project (70 minutes) (See Rubric Below) CHOICES
As a cat walks along the railing of a balcony, it knocks a flowerpot off the
railing. The function h(t)=-16t2+c gives the height h of the flowerpot after t
seconds when it falls from a height of c feet. How long will it take the flowerpot to
reach the ground? Explain your reasoning. Make sense of the situation: What is the
value of h(t) when the flowerpot hits the ground?
Closure (10 minutes)
Closure
Present your model to the class
Assessment
Project listed above.
Materials
Wall Space, Rubrics, white board, markers, Algebra 1 book
Duration
Anticipatory Set (10 minutes)
Project (70 minutes) (See Rubric Below)
Closure (10 minutes)
Create a 3D model
Create a Costume
Paint a model
Create a model using

google sketch-up
Create the model in real
life
Give a tutorial on how to
make the model
Create a drawing
Create a model using
Paint software on a laptop
Show model using a skit
Sturm 4
Area
Met
Emerging
Not Met
Scale Model (See

Above)
The student produced

a scale model of the
situation presented
above
The student partially

produced a scale
model of the picture
of the situation
presented above
The student did not

produced scale model
Solve the function

algebraically
The student solved

the function correctly
using algebra.
The student used

correct work, but
failed to solve the
function correctly.
The student showed

no understanding of
how to solve the
function.
Solve the function

graphically.
The student correctly

graphed the function
and found the roots
of the graph.
The student
attempted to graph
the function and
solve for the roots.
The student did not

create a graph.
Presentation
The student was

knowledgeable in
his/her presentation
of a model.
The student gave a

good presentation,
but information was
incorrect.
The student seemed

confused and
information was
incorrect.
Group work efficiency
The students in the

group worked
efficiently and used
resources carefully.
The group showed

little collaboration
and good use of
materials.
The group did not

work well together
and wasted
materials.
Your Grade:
__________ / 30
Comments:
Sturm 5
Lesson Plan 9-2

Class: Algebra 1
Grade Level: High School
Unit: Chapter 9
Objectives
Students should be able to graph quadratic functions of the form y=ax 2+bx+c
Common Core State Standard(s)-CCSS

F-IF.C7a Graph linear and quadratic functions and show intercepts, maxima, and
minima. Also A-CED.A.2, F-IF.B.4, F-IF.C.8a, F-IF.C.9

Algebra F-IF.C7a, A-CED.A.2, F-IF.B.4, F-IF.C.8a, F-IF.C.9

Critical thinking, analyzing, and problem solving. Solve different kinds of nonfamiliar problems in both conventional and innovative ways. Experiment in real life
scenarios.
Essential Question
What are the characteristics of quadratic functions?
Problem 1 page 554 What is the graph of the function y=x 2-6x+4
Sturm 6
Step 1. Find the axis of symmetry. Step 2. Find two other points on the graph. Step
3. Graph the vertex and the points found in step 2.
Anticipatory Set (10 minutes) Construction of Knowledge
Problem 2 page 555 walk through (5 minutes) INQUIRY BASED LEARNING
During halftime of a basketball game, a slingshot launches T-shirts at the
crowd. A T-shirt is launched with an initial upward velocity of 72 ft/s. the T-shirt is
caught 35 ft above the court. How long will it take the T-shirt to reach its maximum
height? What is its maximum height? What is the range of the function that models
the height of the T-shirt over time?
Test and experiment with problem 2 in gymnasium (65 minutes) Disciplined Inquiry
Plan for basketball event (launching shirts into crowd during game. Analyzing
problems and information after game. (10 minutes) Value Beyond School
Closure
Launch shirts into crowd during game. Students will solve problems in class to see
if they can guess where their shirt will land.
Independent Practice
Lesson check page 556 #1-6
Graph each function
1. y=x2-4x+1
2. y=-2x2-8x-3
3.
y=3x2+6x+2
4. f(x)=-x2+2x-5
5. Reasoning
How does
each of the numbers a, b, and c affect the graph of a quadratic function
y=ax2+bx+c?
6. Writing
Explain ow you can use the y-intercept, vertex, and axis of
symmetry to graph a quadratic function. Assume the vertex is not on the yaxis.
Assessment Test questions
Page 557 #23-26
Graph each function. Label the axis of symmetry and the vertex.
23. f(x)=-x2+4x+3 24. y=-2x2-10x
25. y=2x2-6x+1
Sturm 7
26. Sports. A baseball is thrown into the air with an upward velocity of 30 ft/s. Its
height h, in feet, after t seconds is given by the function h=-16t 2+30t+6. How long
will it take the ball to reach its maximum height? What is the balls maximum
height? What is the range of the function?
Materials
White board, markers, Algebra 1 book, sling shot, 10 shirts
Duration
Anticipatory Set (10 minutes) Construction of Knowledge
Problem 2 page 555 walk through (5 minutes)
Test and experiment with problem 2 in gymnasium (65 minutes) Disciplined Inquiry
Plan for basketball event (launching shirts into crowd during game. Analyzing
problems and information after game. (10 minutes) Value Beyond School
7. Instructional Aids and Resources:

A. Materials for group activities, videos, exit slips, markers, whiteboards,
graph paper
8. Evaluation:
A. Participation in class discussion, unit test, group project, quizzes,
independent work
Sturm 8
Lesson Plan 9-3

Class: Algebra 1
Grade Level: 9-12
Unit: Chapter 9
Objectives
The students will be able to solve quadratic equations by graphing and using square
roots
Common Core State Standards
A-REI.B.4b
Solve quadratic equations by inspection, taking square roots
Algebra F-IF.C7a, A-CED.A.2, F-IF.B.4, F-IF.C.8a, F-IF.C.9

Monitor, define, prioritize and complete tasks without direct oversight
Essential Question
How can you solve a quadratic equation?
Anticipatory Set
Pre-Assessment
What are the related solutions of each equation? Use a graph of the related
function.
1. X2-1=0
2. X2=0
3. X2+1=0
Sturm 9
What are the solutions of 3x2-75=0?
Vocabulary (10 minutes)
Quadratic Equation-equation that can be written in the form ax2+bx+c=0,
where a0
Standard form of a quadratic equation- ax2+bx+c=0, where a0
Root of an equation-the solutions of a quadratic equation and the x-intercepts
of the graph of the related function
Zeros of the function- the solutions of a quadratic equation and the xintercepts of the graph of the related function
Students create Powtoons that explain how to complete the problem, split students
into target groups (25 minutes)
Above Target- An Aquarium is designing a new exhibit to showcase tropical
fish. The exhibit will include a tank that is a rectangular prism with a length l that is
twice the width w. the volume of the tank is 420 ft 3. What is the width of the tank to
the nearest of a foot?
On Target- what are the solutions of each equation?
a. m2-36=0 b. 3x2+15=0c. 4d2+16=16
Below Target
What are the solutions of each equation? Use a graph of the related
function.
a. x2-16=0 b. 3x2+6=0 c. x2-25=-25
Present PowToons to class (30 minutes)

Formative Assessment (15 minutes)
Exit Slip Solve each equation by graphing the related function or by finding
square roots
1. x2-25=0 2. 2x2-8=0 3. t2=144
4. y2-225=0
5. Vocabulary What are the zeros of the function? Give an example of a
quadratic function and its zeros.
6. Compare and Contrast When is it easier to solve a quadratic equation of
the form ax2+bx+c=0 using square roots than to solve it using a graph?
7. Reasoning Consider the equation ax2+c=0, where a0. What is true of
a and c if the equation has two solution? Only one solution? No solutions?
Sturm 10
Solve each equation by graphing the related function. If the equation has no realnumber solution, write no solution.
1. x2-9=0
2. x2-10=-10
Solve each equation by finding square roots. If the equation has no real-number
solution, write no solution.
1. a2=324
2. 144- x2=0
Summative Assessment
Test Questions
1. x2+25=0
2. x2+5=5
3. 2x2-18=0
1. a2=324
2. W2-36=-64
3. 5q2-20=0
Materials
Algebra 1 book, whiteboard, marker, pencil, paper, computers
Duration
Create Powtoon (25 minutes)
Present Powtoon (30 Minutes)
Closure (15 Minutes)
Sturm 11
Lesson Plan 9-4

Class: Algebra 1
Grade Level: 9-12
Unit: Chapter 9
Objectives
The student will be able to solve quadratic equations by factoring
A-REI.B.4b
Solve quadratic equations by factoring
Algebra A-SSE.B.3a, A-CED.A.1, F-IF.C.8a
Go beyond basic mastery of skills and/or curriculum to explore and expand ones
own learning and opportunities to gain expertise
Essential Question
Vocabulary
Zero-Product Property-For any real numbers a and b, if ab=0, then a=0
or b=0
Sturm 12
Lecture
(20 minutes)
1. If (x+3)(x+4)=0, then x+3=0 or x+2=0, thus x=-3, -2

2. If (4t+1)(t-2)=0, then 4t+1=0 or t-2=0, thus t=-1/4, 2
3. Factor x2+8x+15=0, then (x+3)(x+5)=0, then x+3=0 or x+5=0, thus, x=3, -5
4. Write in standard form 4x2-21x=18, thus 4x2-21x-18=0
QUESTIONING
1. What patterns do you see when factoring?
2. What are the different ways each student goes about finding factors?
3. When can we not factor?
Individual Independent Work (20 minutes) Solve by factoring
1. (x+1)(x-5)=0
4. 9b2=16
2. (2x+3)(x-4)=0
3. m2-5m-14=0
Group Independent Work (20 Minutes)

Entire Class Whiteboard Work (10 Minutes)
1. X2+13x=-42
2. p2-4p=21 3. c2=5c
4. 4m2-27m-40=0

Exit Slip Solve each equation. 1. (v-4)(v-7)=0
17y+24=0
2. t2+3t-54=0
3. 3y2-
4. Carpentry You are making a rectangular table. The area of the table
should be 10ft2. You want the length of the table to be 1 ft shorter than
twice its width. What should the dimensions of the table be?
5. Vocabulary Give an example of how the Zero-Product Property can be
used to solve a quadratic equation.
6. Compare and Contrast How is factoring the expression x2-6x+8 similar to
solving the equation x2-6x+8=0? How is it different?
7. Reasoning Can you extend the Zero-Product Property to nonzero products
of numbers? For example, if ab=8, is it always true that a=8 or b=8?
Explain.
Use the Zero-Product Property to solve each equation
1. (x-9)(x-8)=0
Solve by factoring
2. (4k+5)(k+7)=0 3. n(n+2)=0
Sturm 13
1. X2+11x+10=0 2. g2+4g-32=0
3. 2z2-21z-36=0
Test Questions
1. (7x+2)(5x-4)=0
2. (4a-7)(3a+8)=0
Solve by Factoring
1. a2-14a+45=0
2. 2w2-11w=-12
3. 3h2+17h=-10
Materials
Algebra 1 book, whiteboard, marker, pencil, paper, whiteboards
Duration
Lecture
(20 minutes)
Questioning
Individual Independent Work (20 minutes)
Group Independent Work (20 minutes)
Entire Class Whiteboard Work (10 minutes)
Sturm 14
Lesson Plan 9-5

Class: Algebra 1
Grade Level: 9-12
Unit: Chapter 9
Objectives
The student will be able to solve quadratic equations by completing the square
A-REI.B.4a
Use the method of completing the square to transform any quadratic
equation x into an equation of the form (x-p) 2=q
Algebra A-REI.A.1, A-REI.B.4b
Essential Question
Vocabulary
Sturm 15
Completing the Square- in general, you can change the expression
x +bx into a perfect square trinomial by adding (b/2) 2 to x2+bx.
2
Teaching: Activities CO-TEACHING

Anticipatory Set (5 Minutes) One teach, one observe
Learning Stations (40 minutes) Multiple Intelligences, Station Teaching
Station 1 Using Algebra Tiles
1. x2+8x 2. x2-16x+c 3. x2+18x+c
Station 2 Using Algebra
1. x2-14x+16=0
2. X2+19x+15=0
3. g2+7g=144
Group Independent Work (20 Minutes)

Solve each equation by completing the square. If necessary, round to the nearest
hundredth.
1. m2+12m+19=0 2. a2-2a-35=0
Entire Class Whiteboard Work (10 Minutes)
Find the vertex of each parabola by completing the square
1. y=x2+4-16
7
2. y=x2-2x-323
3. y=x2+18x-307
4. y=x2+6x-

Exit Slip Solve each equation by completing the square.
1. x2+8x=180
2. x2-4x-165=0
3. m2+7m-294=0
4. 2z2+3z=135
5. Vocabulary Tell whether you would use square roots, factoring, or

completing the square to solve each equation. Explain your choice of
method.
a. k2-3k=304
b. t2-6t+16=0
6. Compare and Contrast How is solving a quadratic equation using square
roots like completing the square?
Find the value of c such that each expression is a perfect-square trinomial.
1. g2+17g+c
hundredth.
Sturm 16
1. 4a2-8a=24
Find the vertex of each parabola by completing the square.
1. y=x2+2x-28
Test Questions
2. g2-30g+c
hundredth.
2. 5a2-3a-15=10
2. y=x2+18x-307
Materials
Algebra 1 book, whiteboard, marker, pencil, paper, whiteboards, algebra tiles
Duration
Station Learning (40 minutes)
Group Independent Work (20 minutes)
Entire Class Whiteboard Work (10 minutes)
Sturm 17
Lesson Plan 9-6

Class: Algebra 1
Grade Level: 9-12
Unit: Chapter 9
Objectives
The student will be able to solve quadratic equations using the quadratic formula.
The student will be able to find the number of solutions of a quadratic equation
A-REI.B.4a
Use the method of completing the square to transform any quadratic
equation x into an equation of the form (x-p) 2=q. Derive the quadratic formula from
this form.
Algebra A-REI.B.4b
Essential Question
Sturm 18
Listening to Quadratic Formula Pop goes the Weasel Song
Teaching: Activities STUDENT-CENTERED, SELF-PACED
Quadratic Formula-
x=
b b24 ac
2a
Discriminant- the expression under the radical sign in the quadratic formula
Lecture (20 minutes)
b b24 ac
Proof of Quadratic Formula ax +bx+c=
2a
2
What are the solutions of x2-8=2x? Use the quadratic formula.

Pre-Assessment (15 minutes)
1. y=x2-4
Solve each equation. If the equation has no real-number solution, write no
solution.
1. -5m2=-125
Solve by Factoring.
1. x2+7x+12=0
Solve by completing the square. If necessary, round to the nearest
hundredth.
1. x2+6x-5=0
Solve each equation using the quadratic formula. Round to the nearest
hundredth.
1. 4x2+3x-8=0
Class Discussion (20 minutes) Decide as a class which method best works to solve
each equation.
Sturm 19
1. 3x2-9=0 2. x2-x-30=0 3. 6x2+13x-17=0
-16x2-50x+21=0
4. x2-5x+3=0
5.
Individual Independent Work (20 Minutes) SELF-PACED

Solve each equation discussed in the class discussion using any method.
Check Work with a partner (5 minutes)
Solve each equation using the quadratic formula. Round to the nearest hundredth.
1. x2+8x+11=0
Which method would you choose to solve each equation? Justify your reasoning.
1. x2+4x-15=0 2. -4x2+8x+1=0
Find the number of real-number solutions of each equation.
1. x2-2x+3=0
2. 9x2+12x+4=0
Use any method to solve each equation. If necessary, round your answer to the
nearest hundredth.
1. 3w2=48
2. k2-4k=-4 3. 13r2-117=0
Test Questions
1. y=x2-4
Solve each equation. If the equation has no real-number solution, write no solution.
1. -5m2=-125
Solve by Factoring.
1. x2+7x+12=0
Solve by completing the square. If necessary, round to the nearest hundredth.
1. x2+6x-5=0
1. 4x2+3x-8=0
Materials
Sturm 20
Algebra 1 book, whiteboard, marker, pencil, paper
Duration
Lecture (20 minutes)
Pre-Assessment (15 minutes)
Class Discussion (20 minutes)
Individual Independent Work (20 minutes)
Check Work with a partner (5minutes)
Unit Test
Class: Algebra 1
Grade Level: 9-12
Unit: Chapter 9
Objectives
The student has mastered the content covered in this unit.
Essential Question
What are the characteristics of quadratic functions? (Function)
How can you solve a quadratic equation? (Solving equations and inequalities)
How can you use functions to model real-world situations? (Modeling)
Anticipatory Set:
Read directions (2 minutes)
Sturm 21
Unit Test (88 minutes)
Materials:
Pencil, Paper, Test
Unit Test
Section 9.2
1. f(x)=-x2+4x+3 2. y=-2x2-10x
3. y=2x2-6x+1
4. Sports. A baseball is thrown into the air with an upward velocity of 30 ft/s. Its
height h, in feet, after t seconds is given by the function h=-16t 2+30t+6. How long
will it take the ball to reach its maximum height? What is the balls maximum
height? What is the range of the function?
Section 9.3
5. x2+25=0
6. x2+5=5
7. 2x2-18=0
8. a2=324
Section 9.4
9. W2-36=-64
10. 5q2-20=0
Sturm 22
11.(7x+2)(5x-4)=0
12. (4a-7)(3a+8)=0
Solve by Factoring
13.a2-14a+45=0
14. 2w2-11w=-12
15. 3h2+17h=-10
Section 9.5
16.g2-30g+c
hundredth.
17.5a2-3a-15=10
18.y=x2+18x-307
Section 9.6
19.y=x2-4
Solve each equation. If the equation has no real-number solution, write no solution.
20.-5m2=-125
Solve by Factoring.
21.x2+7x+12=0
Solve by completing the square. If necessary, round to the nearest hundredth.
22.x2+6x-5=0
23.4x2+3x-8=0

Sturm Unit Plan

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Sturm Unit Plan

Caricato da

Copyright:

Formati disponibili

Sturm 1

Unit Topic: Quadratic Functions and Equations

9 Days (Block Schedule)

1. Introduction: The purpose of this unit is to familiarize the students with

Lesson Plan 9-1

Common Core State Standard(s)-CCSS

Iowa Core Curriculum-Subject Area Standard

21st Century Skill(s)

Quadratic function-function that can be written in the form

Standard for of a quadratic function- y=ax2+bx+c, where a0

Quadratic parent function-f(x)=x2 or y=x2

Parabola-the graph of a quadratic function, a U-shaped curve

Vertex-the lowest or high point of a parabola

Minimum-lowest point of a parabola

Maximum-highest point of a parabola

Create a model using

Scale Model (See

The student produced

The student partially

The student did not

Solve the function

The student solved

The student used

The student showed

Solve the function

The student correctly

The student did not

The student was

The student gave a

The student seemed

Group work efficiency

The students in the

The group showed

The group did not

Lesson Plan 9-2

Common Core State Standard(s)-CCSS

Iowa Core Curriculum-Subject Area Standard

21st Century Skill(s)

23. f(x)=-x2+4x+3 24. y=-2x2-10x

7. Instructional Aids and Resources:

Lesson Plan 9-3

21st Century Skill(s)

Present PowToons to class (30 minutes)

Lesson Plan 9-4

1. If (x+3)(x+4)=0, then x+3=0 or x+2=0, thus x=-3, -2

Group Independent Work (20 Minutes)

Formative Assessment (15 minutes)

Lesson Plan 9-5

Teaching: Activities CO-TEACHING

Group Independent Work (20 Minutes)

Formative Assessment (15 minutes)

5. Vocabulary Tell whether you would use square roots, factoring, or

Lesson Plan 9-6

What are the solutions of x2-8=2x? Use the quadratic formula.

Individual Independent Work (20 Minutes) SELF-PACED

Potrebbero piacerti anche