Digital Unit Plan Template

Unit Title: Graphing functions Name: Daniel Ruvalcaba

Content Area: Algebra 2 Grade Level: 11th
CA Content Standard(s)/Common Core Standard(s):
Number and Quantity - The Complex Number System (N-CN)
Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients]
7. Solve quadratic equations with real coefficients that have complex solutions.

Algebra - Creating Equations (A-CED)

Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions]
1. Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear
and quadratic functions, and simple rational and exponential functions.
2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in
a modeling context.
Reasoning with Equations and Inequalities (A-REI)
Solve equations and inequalities in one variable.
3.1 Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in
context.
Represent and solve equations and inequalities graphically. [Combine polynomial, rational, radical, absolute value, and exponential functions.]
11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x);
find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where
f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

Functions - Interpreting Functions (F-IF)

Interpret functions that arise in applications in terms of the context. [Emphasize selection of appropriate models.]
4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs
showing key features given a verbal description of the relationship.
Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.

Big Ideas/Unit Goals:

How can students use traditional methods, and graphs to solve quadratic equations?
How can students represent two quantities using equations to represent real world scenarios?
How can students approximate parabolas found in the real world?
How can students solve real world movement problems using parabolas?
Unit Summary:
In this unit we are integrating technology and more traditional styles of solving and working with quadratics. We will be applying what we know and how to
solve quadratics and applying them to movement of people and objects we will come across in the real world. Students will also be able to translate these real-
world curves from images to a function that models their movement using time and distance.

Assessment Plan:
Entry-Level: Formative: Summative:
Survey Monkey Survey Mind Mapping Solving Quadratic Quiz
Think Pair Share Approximating Movement Assignment
Exit Slip
Graphic Organizer
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
Students go over graphs, (Assessments): Go over basic properties for graphic functions, for quadratics using lines of symmetry, discriminant,
reviewing x-intercepts, y- Students are able to extract x-intercepts and y-intercepts. For linear equations using x-intercepts, y-intercepts and slope. Model
intercepts, new ideas like from equations: slope, x- how to read and decipher important text from a word problem. Be able to translate what a word
the vertex and symmetry. intercepts, y-intercepts, problem asks into a function and graph
discriminants and line of
symmetry.
Lesson 2 (Digital Interacitve)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students are able to create Students correctly derived Students will use either an iPad/Smart-phone/Laptop/Desktop to access GeoGebra so students can
an approximate function their approximate function. graph the equation they found as well as by hand for simpler equations. Key points found should
from a given graph or Graphed it accordingly with match on the graph. Students should be able to describe what the graph means with respect to our
image. key points matching. problem. Using methods, they choose that they reason will give them the best approximation.
Lesson 3 (Collaborative and Organization Exercise)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will be able to Students are able to Students will do a final review of quadratics using cliffnotes. After they will work through a graphic
discuss and layout how complete the graphic organizer laying down the options available to the them in order to solve quadratics using pros and
they think about a problem. organizer and the example cons for each. Lastly Students will be given a quadratic and they will choose their route from what
They are given many tools problem with correct they have listed and reasoning as to why they chose the routes what benefits it has.
to solve and should thus be reasoning and steps.
able to reason how they
will.
Unit Resources:
Unit resources are provided on the unit site under the resource tab.
Useful Websites:
Pages Useful for content review for quadratics, completing the square, y-int, x-int, etc.
https://www.cliffsnotes.com/
https://www.purplemath.com/
https://www.mathsisfun.com/
Pages Useful for graphing
https://www.geogebra.org/?lang=en
https://www.desmos.com/