UNIT PLANNER:

NAME: ___Wang Zhixing______________

UNIT/THEME/TOPIC Quadratic functions
Year level___10__
Learner context
School and class context:
There are 27 students in this Year 10 class. They have already learned to expand and factorise
quadratic equations and coordinate geometry, thus, teaching quadratic functions is suitable at
this stage because students have sufficient prior knowledge.

What is the learning focus?

Concept(s): Thinking and Working Mathematically:
Graphs of quadratic Using investigation to help students understand different
functions forms of quadratic function and how quadratic graphs
translate from the other quadratic graph.

Axes intercepts Find axes intercepts by using factorizing, quadratic

formula and substituting x=0 or y=0 into the quadratic
functions.

Axes of symmetry Find axes of symmetry by using the rule x=-b/2a

Vertex Find the coordinates of the vertex

Quadratic optimisation Find the minimum and maximum values of quadratic

functions.

What is the broad focus and purpose of your unit plan? (Other strands and cross-
curriculum priorities)

The unit builds on the quadratic polynomials and coordinate geometry studied in the previous study
term. This unit looks at the quadratic functions graphically, examining the different methods to find
the zeros of the graph and the axis of symmetry as well as vertex.

Unit Outcomes and resources

Teacher Resources (What has informed your planning, background information, learning experiences,
discussion of student understanding?)
Textbook (Mathematics for Australia 10) Haese Mathematics
Khan academy website
Desmos Calculator website (graph quadratic functions)
ACARA
Projector

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Content Strand/s:
Number and Algebra, Measurement and Geometry, Statistics and Probability
Key idea/s Outcome/s
Geometry: 1. Students will be able to use prior knowledge about
1. Explore the connection between algebraic and graphical the Cartesian coordinate system and derivation of
ordered pairs to graph quadratic functions.
representations of relations such as simple quadratics, 2. Students will be able to sketch graphs of parabolas.
using digital technology as appropriate. (ACMNA239) 3. Students will be able to apply translations, reflections and
stretches to quadratic functions.
.

Proficiency Strand/s:
Understanding, Fluency, Problem Solving, Reasoning
Key idea/s
1. Understanding: making the connection between
equations of relations and their graphs
2. Fluency: factorising and expanding algebraic expressions,
using a range of strategies to solve equations
3. Problem solving: using algebraic and graphical techniques
to find solutions of quadratic equations
4. Reasoning: formulating geometric proofs involving
quadratic formula
Outcome/s
Students will be able to derive the roots (or
solutions) of a quadratic equation by
drawing and analysing its graph.
Students will be able to use the quadratic
formula to solve simple and more
complicated quadratic equations.
Students will be able to use the discriminant to
determine the number of solutions of a quadratic
equation.
Students will be able to find the maximum or minimum
value of a quadratic function.
Students will be able to apply their acquired knowledge
of quadratics in solving near to real-life situations

Student Resources (resources that engage students with the learning)

Graphics Calculators
Textbooks (Mathematics for Australia 10) Haese Mathematics
Laptops

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DETAILED PLANNER : Activities

What -LEARNING OUTCOMES How- TOPIC SEQUENCE Time Assessment type (diagnostic, formative,
summative)
WHO WILL ASSESS? (teacher/peer/ self)

Week 1
Monday
Students will be able to understand Introduce the definition of a quadratic function.
the definition and graphs of Let students draw the graphs of quadratic
quadratic functions and work out functions.
the value of y or x by substituting Finding y given x and finding x given y should be 1 lesson
x or y. included.

Students will be able to understand
how a, b, c affect the form of
quadratic functions.
Students will be able to use
transformations to graph
quadratics.
(horizontal translation & vertical
translation)
Tuesday
Some questions based on the first lesson.
Introduce the Desmos Calculator website to
consider different forms of quadratic functions,
and how the form of the quadratic affects its
graph.
Explain first two examples of the investigation
task related to graphs of quadratic functions
Wednesday
Keep doing the task I gave on Tuesday.
Friday
Students will be able to complete the investigation
task. Investigation task is attached on the last
page.
1 lesson
Formative assessment on different forms of
quadratic functions
I will mark these investigation paper and
give written feedback. Also, there will be a
lesson for students to ask about questions
related to this investigation paper.
The teacher will assess this task.
1 lesson
2 lessons

Students will be able to find x,y-
intercepts by substituting x=0 or
Week 2
Monday
A review of past knowledge combined with an
introduction to the lesson will be on the overhead. 1 lesson
Make sure to write - Recall: - and then give students
the definition of x- and y- intercept.
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y=0.
Students will be able to factorize
quadratic equations to find x-
intercepts.
Students will be able to use the
cross method to solve quadratic
equations.
This warm-up asks students to identify the x- and y-
intercepts, the slope, graph the equation, and solve for
y (students have not learned how to solve for y yet -
this provides them some experience with the material
before beginning the lesson).
Then, summarize by saying you solve for the y-
intercept by using a zero for x and you solve for the x-
intercept by using a zero for y - thus you are always
solving the equation for the intercept value.
When I get to the last question about solving for y, ask
the students if they found answers for this question
Take the discussion where it leads, hopefully the class
will define the steps for solving for y.
Subtract or Add the x-term to both sides.
Be sure students understand that the x-term cannot be
added to number on the other side of the equals sign.
Divide or Multiply by the co-efficient in front of the y-
term on both sides
Tuesday
Introduce how to find x-intercepts by factorising
quadratic equations.
First, do the revision on factorising quadratic
equations.
Show pictures of real world parabolas. Discuss how
they model real world quadratic equations. Depth of
discussion depends on class level and type.
Review solving linear equations, as needed.
Break into small student groups.
. Distribute the student textbook. 1 lesson
Explain that the textbook should lead the students to
form some conclusions about how to solve quadratic
equations by factoring.
Distribute graphing calculators as needed.
Walk around and monitor student progress.
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Students will be able to use
quadratic formula to find x-
intercepts.
After this revision, draw graphs of two quadratic
functions on the white board and
Show students where x intercepts are and how
intercepts related to the solution of quadratic
equations.
Wednesday
More questions related to finding x-intercepts by
factorising quadratic equations.
The teacher needs to walk around the classroom 1 lesson
and answer students questions.
Friday
Introduce quadratic formula (show the proof to
students)
Students will complete several questions on
quadratic equations that assess students
prerequisite knowledge.
Engagement: The teacher will briefly review
quadratic equation form and the shape of its graph
with the students. The teacher and students will
discuss where they see parabolas in real life. ie: 2 lessons
arches, roller coasters, basketball shots.
Then, write the quadratic formula to help students
remember the formula the teacher will play the
following video: http://www.youtube.com/watch?
v=O8ezDEk3qCg
Finally, explain how to use quadratic formula to
find x-intercepts by given one example.
A couple of practice for students.
Students need to finish questions related to using
quadratic formula to find x-intercepts in the
textbook.
The teacher needs to walk around in the class and
5 13/03/17

Students will be able to sketch the
graph of quadratic functions by
considering the value of a, the y-
intercept and the x-intercepts.
Students will be able to understand
the definition of axis of symmetry/
Students will be able to find the
equation of the axis of symmetry.
answer students questions.
Week 3
Monday
Guiding Questions:
Given simple quadratic equations (i.e. y = x2 or y = x2 1 lesson
+ 5), how does changing the x2 coefficient or changing
the constant affect the look of the graph
Students will be divided in pairs and given the
following set of questions for exploration. What
equations they choose to use is optional.
Graph the following quadratic equations using
students graphing calculators and then complete the
following task and/or answer the given questions.
y = x2 sketch the graph on students graph paper
What do you notice about the graph? How does it
differ from linear equations?
Summative assessment on the whole chapter
After sketching graphs of basic quadratic functions by (The teacher will assess this test paper.)
using graphics calculators, show students how to
sketch the graphs of quadratic functions by
considering the value of a, the y-intercept and the
x-intercepts. As this one is hard to present in the
graphics calculators, I will show the example on
the white board.
Students need to finish a couple of questions
related to the topic.
Tuesday
Introduce the definition of the axis of symmetry.
I will show students the following video first
http://study.com/academy/lesson/find-the-axis-of-
1 lesson
symmetry-equation-formula-vertex.html
The video shows how to find the equation of the
axis of symmetry clearly, so students could
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Students will be able to find the
coordinates of vertex.
Students will be able to apply the
knowledge of axes intercepts, the
equation of the axis of symmetry
and the coordinates of the vertex
to work out some questions.
Students will be able to find the
minimum value and maximum
value of quadratic functions.
Students will be able to solve some Friday
real wold questions related
quadratic optimisation.
Students will be able to remember
what they have learned for the last
three weeks.
Students will be able to do more
understand it after watching the video.
But just in case, I will use extra 5 minutes to
explain this on the white board as well.
Explain how to find the equation of the axis of
symmetry by using x-intercepts.
Introduce the rule that can be used to find axis of
symmetry of any quadratic functions
Wednesday
Show the proof of the rule explained on Monday
This proof is not that difficult, basically I will
encourage students to prove it by themselves and
have discussion in groups, and then write down 1 lesson
the proof on the white board.
Introduce the definition of vertex and show
students how to find the coordinates of vertex
A couple of practice need to be done in the class
by students
More questions for students to do.
The question is related to axis intercepts, the 2 lessons
equation of the axis of symmetry, the coordinates
of the vertex.
Introduce quadratic optimisation
Find the minimum value and maximum value of
quadratic functions.
Connect the quadratic optimisation to real-world
questions.
Explain one example to the class.
Seven questions related to this topic need to be
completed by students.
The teacher needs to walk around the class and
answer students questions.
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complex questions.
Students learning outcomes will be
evaluated by comparing it against
some ACARA.
Students will be able to know the
content of whole chapter well and
work out questions correctly.
Week 4
Monday
Do some revision including the properties of 1 lesson
quadratic functions, how to find x,y-intercepts,
axis of symmetry and quadratic optimisation.
Tuesday
Some selected questions in the review section of
the textbook need to be completed by students. 1 lesson
The teacher needs to walk around in the class and
answer students questions.
Wednesday
Students will be given a test paper and complete
the paper in one lesson. (Summative assessment) 1 lesson
Friday
Give the feedback to students and answer
students question related to the test paper.
I will mark students paper and give written back. 2 lessons
Also, during the lesson, I will answer students
questions as well just in case they still cant get it
after looking at the written feedback.
8 13/03/17
 GRAPHS OF QUADRATIC FUNCTIONS
Yr 10 Maths Studies INVESTIGATION
NAME:_______________________________________
Part 1: Graphs of the form y = x2 + k where k is a constant.
1. Using Desmos Calculator website:

i. graph the two functions on the same set of axes. Sketch the graphs.
ii. state the coordinates of the vertex of each function.

a. y = x2 vertex ( , ) b. y = x2 vertex ( , )
y = x2 + 2 vertex ( , ) y = x2 2 vertex ( , )

c. y = x2 vertex ( , ) d. y = x2 vertex ( , )
y = x2 + 4 vertex ( , ) y = x2 4 vertex ( , )

2. What effect does the value of k have on:

a. the position of the graph? ______________________________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________
b. the shape of the graph? ___________________________________________________________________
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 ___________________________________________________________________________________________
3. To graph y = x2 + k from y = x2, what transformation is used?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Part 2: Graphs of the form y = (x h)2

1. Using Desmos graphing software:

iii. graph the two functions on the same set of axes. Sketch the graphs.
iv. state the coordinates of the vertex of each function.

a. y = x2 vertex ( , ) b. y = x2 vertex ( , )
y = (x 2)2 vertex ( , ) y = (x + 2)2 vertex ( , )

c. y = x2 vertex ( , ) d. y = x2 vertex ( , )
y = (x 4)2 vertex ( , ) y = (x + 4)2 vertex ( , )

4. What effect does the value of h have on:

a. the position of the graph?______________________________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________
10 13/03/17
 ___________________________________________________________________________________________
b. the shape of the graph? ___________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

5. To graph y = (x h)2 from y = x2, what transformation is used?

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Part 3: Graphs of the form y = (x h)2 + k.

1. Using Desmos graphing software:

v. graph the two functions on the same set of axes. Sketch the graphs.
vi. state the coordinates of the vertex of each function.

a. y = x2 vertex ( , ) b. y = x2 vertex ( , )
y = (x 2)2 +3 vertex ( , ) y = (x + 4)2 - 1 vertex ( , )

2. Compare the two graphs you have drawn, for each part, commenting on their shape and position.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

11 13/03/17
3. Complete the following:

The graph of y = (x h)2 + k is the same shape as the graph of ________________________

The graph of y = (x h)2 + k is found by translating y = x2 ___________________ units horizontally and ___units vertically.

The vertex of the graph of y = (x h)2 + k is at __________________.

Part 4: Graphs of the form y = ax2, a 0

1. Using Desmos software:

vii. graph the two functions on the same set of axes. Sketch the graphs.
viii. state the coordinates of the vertex of each function.

a. y = x2 vertex ( , ) b. y = x2 vertex ( , )
y = 2x2 vertex ( , ) y = 4x2 vertex ( , )

c. y = x2 vertex ( , ) d. y = x2 vertex ( , )
12 13/03/17
 y = x2 vertex ( , ) y = -2x2 vertex ( , )

2. What effect does the value of a have on:

a. the position of the graph?______________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
b. the shape of the graph? ___________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
c. the direction in which the graph opens.
___________________________________________________________________________________________
___________________________________________________________________________________________

Part 5: Graphs of the form y = a(x h)2 + k.

1. Using Desmos software:

i. graph the two functions on the same set of axes. Sketch the graphs.
ii. state the coordinates of the vertex of each function.

a. y = 2x2 vertex ( , ) b. y = -x2 vertex ( , )

y = 2(x 1)2+3 vertex ( , ) y = -(x + 2)2 - 1 vertex ( , )

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 c. y = x2 vertex ( , ) d. y = -3x2 vertex ( , )
y = (x -3)2 - 2 vertex ( , ) y = -3(x + 1)2 + 4 vertex ( , )

2. Complete the following:

The graph of y = a(x h)2 + k is the same shape as the graph of __________________________

The graph of y = a(x h)2 + k is found by translating y =ax2__________________units horizontally and ___________ units vertically.

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MARKS SCHEME

CRITERIA 0 1 2 3 4
Ability to find
None correct Some correct Most correct All Correct
verticies

Ability to sketch
None correct Some correct Most correct All Correct
graphs
Shows an
Makes some Shows an
understanding of Shows a good
conclusions. excellent
the effects of understanding of
Ability to draw Incorrectly understanding of
Could not constants on the effects of
conclusions based on relates effects the effects of
draw graphs constants on
effect of constants on of constants on constants on
conclusions. translations graphs
graphs. graphs graphs
from y = x2, has translations
translations translations from
minor errors in from y = x2.
from y = x2. y = x 2.
conclusions.
Draws graphs
Could not for functions
Most graphs All graphs
Drawing Quadratic draw graphs to with either
drawn drawn
Graphs represent given minor errors or
accurately. accurately.
functions missing
information.
Uses with
Ability to use Desmos
Cannot use. regular need of Effective use
Calculator
help
TOTAL /15
Teacher Comments:
____________________________________________________________________________________________________
____________________________________________________________________________________________________

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