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Teacher

(s)

Lucy Allsopp

Subject group

and discipline

Maths

Unit

title

Quadratics

MYP year

Number of

weeks

Unit duration

(hrs)

35

(Lessons)

Key concept

Related concept(s)

Context

Relationships

Representation

Change

Statement of inquiry

Relationships between variables can be represented using a quadratic function. The function has properties which link the

equation and the graph. By changing coefficients in the function we transform the graph.

As you change the coefficients of a quadratic function we change the function.

Changes in the relationship change the representation

Inquiry questions

Draft for MYP the next chapter training

quadratic function? How is the quadratic

equation linked to the graph of a

quadratic?

understanding of a quadratic function?

the same thing?

representation of the changes in the

relationship?

Summative assessment

Objectives:

B: Investigating Patterns

inquiry and mathematical

problem solving techniques

Recognize patterns

or general rules

findings

relationships and general rules

C: Communication

language in both oral and written

explanations

mathematical representation

Outline

task(s)

of

summative

assessment Relationship

between

summative

assessment task(s) and statement of

inquiry:

Criterion B: Pascals triangle binomial

expansion.

Investigation Students explore the

transformation of a quadratic function.

of change through the investigation of

transformations of the quadratic curve.

The

quadratic

function

can

be

represented in many different forms and

each one allows us to tell something

different about the graph.

coherent mathematical line of

reasoning using different forms of

representation when investigating

problems

D: Reflection

make sense in the context of the

problem

findings

the results

method

Creative thinking where can they see the use of quadratics. Assessed under the investigation

Communication different ways of communicating a quadratic relationship and change. Formative and summative assessment

Content

Draft for MYP the next chapter training

Solving quadratics by factorising, the quadratic formula and completing the square, features of quadratic

curves and how solving equations can find crossing points with the axes and maximum/minimum points.

Learning Experiences and Teaching

Strategies

Formative assessment

Differentiation

Assumption of no prior knowledge of quadratics and

how to solve. Students should be able to plot graphs

using pen and paper and their GDCs. Students will

also be using a resource called Autograph for the

first time.

Pre-Assessment of the concept How do

relationships change and how do we represent

them?

Throwing a ball what happens to the height of the

ball when I throw it straight up in the air? Plot height

(y axis) against time (x-axis). Students to give

values that go on the axes, student can also plot the

graph on the board (whole class activity) Ask

questions like what is the height at 0 seconds, 1

second etc. What happens when the ball reaches it

maximum height? (Height increases at a slower rate

hence the curved graph). Students to copy the

graph in their books as well as write what is

happening to the ball at various points.

Plotting quadratic curves javelin example leading

into three other graphs. Graphs are chosen such

that they will have two, repeated and no roots.

Graphs are not just y verses x but use different

variables. Formative assessment

Modelling quadratics maths walk. Where can you

find examples of quadratics? Challenge and

extend concept

lesson on what they noticed etc

Students can work in groups but they must all be

provided with copies of the photo as they will be

needed late). Questions asked as students walk

around. What do they see, why is it related to a

quadratic, how is this curve different from the one

you saw previously?

points on our graph by using algebraic techniques.

We can find the x crossing points by solving the

quadratic equation (equation equal to zero why?)

Go through the three techniques for solving a

quadratic equation (factorising, completing the

square and quadratic formula). Completing the

square some discussion on finding the vertex

not done in depth).

functions. Students to investigate the effect of a, b

and c on the quadratic function

f ( x )=a x 2 +bx +c

and will then be asked to come into class with

questions and problem areas (Aga Khan Academy

videos or teacher presented video?).

they use exercises from the book, tarsia puzzle,

web resource

print outs by the end of the lesson of different

graphs they will need. Students to hand in all graphs

to teacher at the end of the lesson. Teacher will help

to lead this session so that students understand the

programme being used.

Lessons 2 and 3 - students will write down their

observations and come up with general rules.

(Criterion B) Teacher then takes all work in

Lesson 4 Reflection (Criterion D) given as

separate investigation in class.

Criterion C is assessed by looking at the whole

assignment.

OLC and ESOL students need to complete the

assignment in respective areas. Keywords may be

given to ESOL students, planning may be required

for OLC students (dependent on need)

assignment in respective areas. Keywords may be

given to ESOL students, planning may be required

for OLC students (dependent on need)

activities that will allow them to practise the areas

they still find tricky.

What questions / areas of concern do we still have?

relationship

Once investigation is done then go over the effects

so that students have some understanding of the

transformations of the quadratic function.

Consolidate idea of the concept

students to use their photos from

before to try and model a quadratic

function. This will help to consolidate

the ideas they have learnt in their

investigation. Formative

Assessment. Challenge and Extend

idea of the concept.

Students use their own photos. Use constant

controller function. Students to send teacher the

finished autograph page, photo included, equation

labelled, text box included saying why

understanding what the function is would be useful.

that struggle. Use constant controller function.

Students to send teacher the finished autograph

page, photo included, equation labelled, text box

included saying why understanding what the

function is would be useful.

Resources

Haese and Harris Publications Mathematics for the international student 10 MYP 5 Textbook

MEP Pupil Text 7-12, Chapter 10 Equations

Documents for the investigations and other activities are provided on the base

Tennis ball for the opening activity

Students will require the use of a camera (phone is fine) so that they can take pictures of quadratics around campus.

TI-84 calculators

Student laptops it is possible that students can use laptops in groups for class activities. When completing the assessment students must use a separate computer to

collect data. Computer room will need to be booked (Library lab is the biggest)

Prior to teaching the unit

During teaching

The moderation task where students used Autograph and were

able to find interesting patterns. How the pre knowledge of

factoring is applied in solving factorable quadratic equations.

Identifying the connection between the quadratic graphs in the

real world context.

Yes the new strategies, using the formula and completing the

square to solve quadratic equations was quite challenging.

Using the GDC to solve quadratic equations

Graphing the quadratic graph on the GDC was a challenge

especially filling in the appropriate values in the window button,

so was the Autograph as it was a new program to the students.

Teacher comment Students had forgotten how to factorize

quadratic expressions and that created a delay

There is need to revise/practice solving quadratic equations

using all strategies from time to time as this is a common

concept in all the DP options

Graphing the quadratic graph investigation took the students

longer than it should to get into a productive stage, maybe

there is need to do something more about the guidelines

Identifying the right technique/strategy of solving the given

quadratic equation, when to use factoring formula or

completing the square

simplifying surds before using the

quadratic formula.

More technology was introduced this

time around which was beneficial for the

students. They understood concepts

better. Using the ideas from the AISA

conference allowed students to

experience the breadth of the

quadratics unit.

Assessment under the Moderation

guidelines we split the moderation task

into smaller chunks. It was felt that this

was not actually useful as the students

did not see the flow of the investigation

as well.

The introduction of the discussion into

the uses of quadratics in real life

allowed students to answer the

assessment criterion D part better. They

showed more understanding of why

quadratics are useful in real life.

Students are to revise expanding and

factorizing brackets before starting the

unit.

Binomial expansion investigation

effective in developing students understanding of

the concept/s

The opening activity with the tennis ball was

effective at students seeing the way quadratics

model behavior.

What evidence of students understanding of

the concept/s were your able to assess? Share

examples if you can.

What growth did you see in students

understanding of the concept? E.g. greater

abstraction, more refined definition, examples of it

within the discipline or through transfer to other

disciplines

GDC

Completing the square

Quadratic Formula

Autograph

Moderation task

Investigating the quadratic graph

Through: class discussions/explanations, class activities,

homework, the Investigation and the test.

this unit? What opportunities were there for student-initiated

action?

Inquirer, Thinker, Risk taker, Reflective

Possible connections

How successful was the collaboration with other teachers

within my subject group and from other subject groups?

The collaboration with other teachers within my subject was

very successful

through collaboration with other subjects?

To be discussed with IT teachers

Assessment

Were students able to demonstrate their learning?

Yes, through discussions and classwork activities, and by

doing Homework, the Investigation and the Test

How did the assessment tasks allow students to demonstrate

the learning objectives identified for this unit?

Through classroom activities, Homework, Investigation and the

Test

How did I make sure students were invited to achieve at all

levels of the criteria descriptors?

By setting tasks/activities/ questions (Homework, Investigation

and the Test) that covered all levels of the assessment criteria

Are we prepared for the next stage? Yes

Data collection

How did we decide on the data to collect? Was it

useful? N/A

Pupil comments:

It was interesting to learn about real life situations but

maybe we could go a bit deeper into them with

videos would be more interesting. Autograph was

really useful.

How we have been doing this unit has been good for

me so nothing to change really. I found the new

maths words interesting as I didnt know before

(ESOL student)

variable of y=ax2+bx+c had a role. I would like to see

more fun and interactive ways to learn quadratics.

I found this unit interesting because we can use

quadratic equations in life for aeroplanes and

bridges. I learnt how to complete the square which

was the hardest for me I did struggle.

I found the solving equations interesting. I loved to

solve them. The most important thing was drawing

graphs in Autograph and on the GDC. I would have

liked the investigation to have been easier.

I enjoyed being able to solve the rather complex

equations and using autograph. There was too much

lecturing. Maybe next time it should be a bit more

hands on I liked the Tarsia puzzle, more of these I

also enjoyed the practical investigation out of the

classroom.

It was interesting to learn how to graph the equation

on the calculator and using different functions to find

things out. I learnt a lot of stuff and how to solve

quadratic equations was good.

The unit was fine but do a bit slower.

I found interesting learning how to graph the

quadratics on the calculator and using the different

ways to solve one problem. The unit in general was

important and it would be nice to find a way to

remember the different ways of solving quadratics.

I liked playing the game where we scored points. The

most important thing I learned was how to factorise

and expand brackets and also how to plot the

quadratic functions. The investigation was a bit

unclear.

AISA conference attended. Maths walk

and photos included resources from

AISA. Flipped activities included also.

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