BlendEd Best Practices - Analyzing Quadratics
Unit Title: Analyzing Quadratics
Title and Description
This unit is titled Analyzing Quadratics
In this unit, students will analyze and describe graphs of parabolas.
The resource was submitted by Ed Ankrom, Beatrice High School, as part of the Nebraska ESUCC Special Project BlendEd Best Practices.
Content Area Skill:
Add Skill(s)
Mathematics
Technology
Digital Age Skill(s):
Add Skill(s)
Knowledge Constructor
Creative Communicator
Duration of Unit:
4 weeks
Overview of Unit:
In this unit, students will analyze and describe graphs of parabolas.
Empower Learners:
Content Area Skills (NE and ISTE Standards):
MA 11.2.1.g Analyze and graph quadratic functions (standard form, vertex form, finding zeros, symmetry, transformations, determine intercepts, and minimums or maximums).
MA 11.2.2.j Factor polynomials to include factoring out monomial terms and factoring quadratic expressions.
Student Friendly Objectives:
MA 11.2.1.g I can describe whether the graph opens up or down.
MA 11.2.1.g I can compare the graph to the parent function.
MA 11.2.1.g I can find the vertex.
MA 11.2.1.g I can list the domain and range.
MA 11.2.1.g I can list the the max/min value.
MA 11.2.1.g I can list the axis of symmetry.
MA 11.2.1.g I can list the y intercept.
MA 11.2.1.g I can find the x intercept(s).
MA 11.2.1.g I can graph a parabola.
MA 11.2.2.j I can factor and find rational factors and/or us the Quadratic Formula to find rational and irrational factors.
Empower Learner Activity:
Detailed Description:
Students will have a rubric (1-4), where they will be able to assess their ability throughout the unit.
https://docs.google.com/document/d/1298Clc9oWYvSUvk0_Wg5NGl8IY5NAiryuKBEDEjn03Q/edit?usp=sharing
Knowledge Application:
The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know.
Artifact Profile:
Title of the Artifact:
Name that Parabola
Detailed Description:
Students will choose a parabola scenario where they will need to create a picture to show the path of the parabola. Students will need to be able to list 7 descriptors of the parabola and the equation that models it. The poster can be done using desmos, geogebra, or paper.
Content Area Skills Addressed:
MA 11.2.1.g
MA 11.2.2.j
Digital Age Skills
1. a. Student articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
2. b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
3. b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data and other resources.
Link to Rubric
https://docs.google.com/document/d/16QbXWpc-F4po29aLVUQV85cqbXzbT0XtBlrO32hcHeo/edit?usp=sharing
Knowledge Deepening:
Detailed Description:
During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills.
Choice Board
https://docs.google.com/document/d/1wElDejjbsmtJPeswAdO-o4ivvOqFa4DoKk2ZxDj3fvs/edit?usp=sharing
Tasks
Task 1: Choice Board
Description: Review listing if a parabola is up/down, basic/wide/narrow, and if it has a min or max value.
Must Do’s: Complete one activity from this section of the triangle. | May Do’s: More than one activity from each triangle. | Resources: Twitter, Desmos/Geogebra, or Graphing Calculator. https://docs.google.com/document/d/1z6TJYKfpP7BSsHEv4fepOMoU9uMUm60G0ax_t-ULIn4/edit?usp=sharing |
Task 2: Choice Board
Description: Review finding the vertex, min/max value, axis of symmetry, intercepts, domain and range.
| Must Do’s: Complete one activity from this section of the triangle. |
May Do’s: More than one activity from each triangle. |
Resources: Puzzle Match https://docs.google.com/document/d/1PdX6wBJ-ckwExngpJtzrnCYSEZ6L0Tuju-J_-Xjnqwo/edit?usp=sharing Online Game/Worksheet https://docs.google.com/document/d/10Z9jyR3f6Hu7wlEaxKD4Tz_P1yHGQUAvDAYvOL98orA/edit?usp=sharing |
Task 3: Choice Board
Description: Review factoring.
Must Do’s: Complete one activity from this section of the triangle. |
May Do’s: More than one activity from each triangle. |
Resources: Gallery Walk Worksheet https://docs.google.com/document/d/1Sn73NWjXdHlefZ0OkOmAIjy3a0wmENC3w1KqL65UjHE/edit?usp=sharing Cards https://docs.google.com/document/d/1D6uTRLICv9T1zHaN_GHBIcsU-6qazbp7QvJnixwk2xY/edit?usp=sharing Card Sort https://docs.google.com/document/d/1Ho6SG8xMXqeJyzHSlcrgI_nP_IHInUY_vizH-SasGFc/edit?usp=sharing Worksheet https://docs.google.com/document/d/1oZMc3Fc4dn4gHU7Qdi8t4CQ5mcjuowqp2RKBeu5JAkE/edit?usp=sharing |
Direct Instruction:
Detailed Description
Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning.
Learning Path:
Include in the table below the breakdown of each day of the unit.
| Day # | Description | BlendEd Model | Resources |
| 1 | Empower Learners--Self Assessment |
Direct Instruction/ Flex Model |
|
| 2-4 | Activity 1 Choice Board | Flex/Self-Paced |
|
| 5-8 | Activity 2 Choice Board | Flex/Self-Paced | |
| 9-11 |
Activity 3 Choice Board |
Flex/Self-Paced | |
| 12 |
Assessment |
||
| 13 |
Artifact Profile |
Direct Instruction/Model |
|
| 14-15 |
Work on Project |
Individual Work |
|
| 16 | Present Project and Self Assess |
||
| 17 | Assessment |
||
| 18 | Final Self Assessment |
Resources:
Provide a list of resources