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- 1. QUADRATIC FUNCTIONSAssessment Overview
- 2. Standards Addressed• Common Core State Standards in Mathematics, grades 9-12, Functions, Interpreting Functions, Standard 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.
- 3. Standards Continued Common Core State Standards in Mathematics, grades 9-12, Functions, Interpreting Functions, Standard 7: Graph linear and quadratic functions and show intercepts, maxima, and minima.
- 4. Standards Continued Common Core State Standards Reading Standards for Literacy in Science and Technical Subjects, Integration of Knowledge and Ideas, Grades 9-10, Standard 7: Translate quantities or technical information expressed in words in a text into visual form (e.g., table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- 5. Essential Questions The unit will be based around the following essential questions…keep these in mind throughout the unit. What are the key features of a parabola? What do the coordinates of the vertex of a parabola represent in quadratic functions that model real world events? Why must we restrict the domain when using real world applications of quadratic functions?
- 6. Diagnostic AssessmentsFamily Questionnaire Data from this questionnaire on restaurant preference will be used to create quadratic functions later in the unit.Pre-Test Willcheck for understanding of solving and graphing quadratic functions.
- 7. Formative Assessments Socrative Space Race Application that allows you to race each other in a game by answering question through your mobile device. (If you don’t have your own one will be provided) Math XL Assignment Allowsyou to set your own goals and chart your progress in web based math program.
- 8. Performance Task How Much Would You Pay for a Sweatshirt? Group project intended to relate quadratic functions to the real world. You will be asked to analyze survey results and create a quadratic function based on your findings. You will then graph the function and determine the optimal price at which to sell the sweatshirts for in order to maximize revenue of the store.
- 9. Performance Task Continued Upon completion of your group’s analysis, creation of the function, production of the graph, and conclusion your group will present its findings to the business class that operates the school store. The group score will be based on the rubric provided at the beginning of the assignment.
- 10. Other Assessments Paper-and-pencil Assessment Individual assessment involving true/false, multiple choice, fill-in-the-blank, short answer, and essay questions. Exit Tickets End of class questions to check for understanding throughout the unit.
- 11. Summary• This unit is designed to view quadratic functions through a real world approach.• There will be multiple assessments designed to address various learning styles.• Students will participate in individual and group tasks highlighted by the performance task.• Multiple forms of technology will be integrated to engage students and enhance learning.

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