Teacher(s) Huda Ragab Subject group and Mathematics

discipline
Unit title MYP year 5 Unit duration per 4
Equivalent forms of quadratic equations
week

Inquiry: Establishing the purpose of the unit

In this unit students will first explore the concept of patterns by looking at equivalent forms of quadratic expressions. Then the concept of space will be explored and the students
will analyze the representation of these quadratics in a given space, with the real-life application of examining quadratic models in given contexts. The conceptual understanding
becomes a transferable statement of inquiry, and this understanding will deepen in the third topic as the students solve quadratic equations both algebraically and graphically, and
look at equivalent transformations to move between different forms of representation. The emphasis is on looking at systems, models and methods
Key concept Related concept(s) Global context

RELATIONSHIPS EQUIVALENCE SCIENTIFIC AND TECHNICAL INNOVATION

Statement of inquiry

Discovering relationships in pattern and studying equivalence between representations can lead to better models

Inquiry questions

Factual

 What is the null factor law?

 How do you solve a quadratic equation in factorized form?
Conceptual

 How can you use equivalence transformations to solve quadratic equations?

 How are the three methods for solving quadratic equations equivalent
Debatable

 What makes one quadratic form better than another?

 How do you determine a ‘best method’ among equivalent methods?

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 Summative assessment:
Objectives

Outline of summative assessment task(s) including Relationship between summative assessment

Criterion A: Knowing and Understanding assessment criteri
task(s) and statement of inquiry:
By the end of this unit, students will be able to: Quick Check Quizzez and unit test.
The unit test will give students the opportunity to
i. selects appropriate mathematics when solving use the "Check your knowledge" questions at the end demonstrate their learning from the unit and show to
problems in both familiar and unfamiliar situations of the chapter as a model to prepare a criterion A what extent they can select appropriate methods to solve
assessment. Students will solve problems in both problems. Examples of artwork can be included in the
ii. apply the selected mathematics successfully when familiar and unfamiliar situations in a variety of task to reinforce the global context.
solving problems contexts. Problems will range in difficulty from
ili. solve problems correctly in a variety of contexts. simple to complex

Discovering Relationships in Patterns: When solving

Criterion B: Invistigating patterns Investigate the number of solutionsof a given quadratic
quadratic equations, one of the key patterns to discover
equations needs the student to serch for a pattern and to
By the end of this unit, students will be able to: is how the discriminant (Δ) relates to the nature of the
generalize a rule as follow
solutions. By analyzing the value of Δ, you can identify
i. selects and apply mathematical problem-solving Find the pattern different relationships between the coefficients (a, b, and
techniques to discover complex patterns c) and the type of solutions the quadratic equation will
The discriminant (denoted as Δ or "D") is given by the have.
ii. describe patterns as general rules consistent with formula:
findings Equivalence Between Representations: In the context
Δ = b² - 4ac of quadratic equations, there are multiple representations
iii. prove, or verify and justify, general rules.
Where: involved. These representations include the quadratic
equation itself, the discriminant (Δ), and the quadratic
"a" is the coefficient of the quadratic term (x²). formula. Equivalence is established between these
"b" is the coefficient of the linear term (x). representations through mathematical relationships.

"c" is the constant term. The discriminant (Δ) is a representation that

encapsulates information about the quadratic equation's
Genralize the rule solutions.
1. If Δ > 0, then the equation has two distinct real The quadratic formula connects the coefficients of the
solutions. equation (a, b, and c) to the solutions.
2. If Δ = 0, then the equation has one real solution (a
repeated or double root).
3. If Δ < 0, then the equation has two complex (non-real)
solutions.

Discovering Relationships in Patterns: In this

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Criterion D: Applying Mathematics in Real-Life Problem-Solving Tasks: scenario, you can discover a relationship between the
Contexts height of the cell phone tower and the distance from the
A cell phone tower has a guy-wire for support which is 10 ft tower to where the guy-wire is secured on the ground.
By the end of this unit, students will be able to: long. The height of the tower and the distance from the tower to As the guy-wire is 10 feet long and the problem states
where the guy-wire is secured on the ground are the same that the height of the tower and the distance to the guy-
Solving real-life problems by creating and using distance. What is the height of the tower? wire are the same, there's a pattern to be identified.
quadratic models
Select and identify Studying Equivalence Between Representations: In
Write an equation that relates the lengths of the sides of the this case, you can represent the problem with a right
triangle formed by the guy-wire, the tower, and the distance on triangle. The tower's height, the distance from the tower
the ground from the tower to where the guy-wire is secured. to where the guy-wire is secured, and the length of the
Apply and solve guy-wire form a right triangle. The Pythagorean theorem
Solve the equation for x. Use x in the Pythagorean Theorem for can be used to find the height of the tower, which is
the side lengths since the two lengths are the same. equivalent to the distance to the guy-wire from the
tower's base.
Justify
Chech wether you answer makes sense in the given context

Approaches to learning (ATL)

Critical Thinking:
Analyzing problem coefficients and relationships.
Example: Identifying that the coefficients (a, b, c) in the equation 2x² - 5x + 2 = 0 are 2, -5, and 2, respectively.
Evaluating solutions for realism and consistency.
Example: Ensuring that roots obtained from solving the equation are meaningful in the given context.

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 Communication:
Expressing the problem-solving process using mathematical language and notation.
Example: Writing out each step of factoring a quadratic equation as (x - 2)(x - 1) = 0.
Discussing mathematical solutions with peers, teachers, or collaborators.
Example: Explaining to a classmate how to use the quadratic formula to solve a given equation.
Research:
Referring to external resources, textbooks, or online materials to learn different solution methods.
Example: Consulting a math textbook to understand how to complete the square for solving quadratic equations.
Exploring advanced techniques such as Vieta's formulas or discriminant applications.
Example: Investigating Vieta's formulas to find relationships between the coefficients and roots of a quadratic equation .

Action: Teaching and learning through inquiry

Content Learning process

Teaching Strategies
CCSS Standards
Building on Previous Knowledge: Students will build upon their prior knowledge of linear equations and algebraic concepts to gain
CCSS.Math.Content.HSA-CED.A.2 a deeper understanding of quadratic equations.
Create equations in two or more variables to represent Quadratic Equation Reasoning: In the earlier grades, students learned about linear equations and basic algebraic skills. Now, they
relationships between quantities; graph equations on will delve into quadratic equations, which are a fundamental part of algebra. Understanding linear equations is the basis for grasping
coordinate axes with labels and scales. quadratic equations.
CCSS.Math.Content.HSA-REI.B.4b Engaging Opening Activities: Begin each lesson with engaging activities designed to capture students' interest and prepare them for
Solve quadratic equations by inspection (e.g., for 𝘹² = 49), learning about quadratic equations. These activities serve to create curiosity and set the stage for the lesson.
taking square roots, completing the square, the quadratic
Model & Discuss: Present students with real-world situations that involve quadratic equations. This gets them thinking about the
formula and factoring, as appropriate to the initial form of practical applications of these equations.
the equation. Recognize when the quadratic formula gives
complex solutions and write them as 𝘢 ± 𝘣𝘪 for real numbers Critique & Explain: Encourage students to evaluate and critique examples of quadratic equation solutions, fostering the
development of mathematical reasoning and argument construction.
𝘢 and 𝘣.
Explore & Reason: Have students explore quadratic equations, providing opportunities for them to reason and draw conclusions
CCSS.Math.Content.HSA-REI.D.11 about this mathematical concept.
Explain why the 𝘹-coordinates of the points where the
1. Varied Example Types: Present students with various types of examples to address different aspects of solving quadratic
graphs of the equations 𝘺 = 𝘧(𝘹) and 𝘺 = 𝑔(𝘹) intersect are
equations:
the solutions of the equation 𝘧(𝘹) = 𝑔(𝘹); find the solutions
approximately, e.g., using technology to graph the functions,  Conceptual Understanding Examples: These examples help students build a solid conceptual foundation of
make tables of values, or find successive approximations. quadratic equations.
Include cases where 𝘧(𝘹) and/or 𝑔(𝘹) are linear, polynomial,  Application Examples: Walk students through applying quadratic equations to real-world scenarios, such as
rational, absolute value, exponential, and logarithmic physics problems or financial calculations.

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functions.
 Skill Examples: Provide exercises that help students develop fluency in solving quadratic equations.
CCSS.Math.Content.HSA-SSE.B.3a
 Proof Examples: Show students how to prove key theorems or properties related to quadratic equations,
Factor a quadratic expression to reveal the zeros of the
deepening their understanding.
function it defines.
2. Instruction Model for Quadratic Equations:
CCSS.Math.Content.HSA-REI.B.4b
Solve quadratic equations by inspection (e.g., for 𝘹² = 49),  Engage: At the beginning of each lesson, capture students' attention by posing a real-world problem that involves
taking square roots, completing the square, the quadratic quadratic equations. This problem serves as a teaser for the lesson, sparking curiosity.
formula and factoring, as appropriate to the initial form of  Explore: Provide opportunities for students to actively explore quadratic equations. Cooperative learning tasks
the equation. Recognize when the quadratic formula gives and hands-on activities can help them make sense of the concept.
complex solutions and write them as 𝘢 ± 𝘣𝘪 for real numbers
 Explain: Offer explanations, discussions, and worked examples to help students understand the principles of
𝘢 and 𝘣.
solving quadratic equations.

 Elaborate: Extend the learning by having students solve more complex problems, engage in group projects, or
CCSS.Math.Content.HSF-IF.C.8a explore advanced applications of quadratic equations.
Use the process of factoring and completing the square in a
quadratic function to show zeros, extreme values, and  Evaluate: Assess students' understanding of quadratic equations through quizzes, tests, and class discussions.
symmetry of the graph, and interpret these in terms of a Provide constructive feedback to guide their progress.
context.

CCSS.Math.Content.HSA-REI.B.4b
Solve quadratic equations by inspection (e.g., for 𝘹² = 49),
taking square roots, completing the square, the quadratic Learning experience:
formula and factoring, as appropriate to the initial form of Make Sense and Persevere:
the equation. Recognize when the quadratic formula gives
 Students will analyze and interpret real-world situations involving quadratic equations to understand and make sense of the
complex solutions and write them as 𝘢 ± 𝘣𝘪 for real numbers problems.
𝘢 and 𝘣.
 They will demonstrate perseverance as they work through multi-step problems, finding solutions to quadratic equations.
Attend to Precision:

 Students will use precise mathematical vocabulary to communicate their reasoning and solutions when solving quadratic
equations.

 They will ensure the appropriate use of units and quantities in real-world problem situations and perform calculations accurately
and efficiently.
Look for Relationships:

 Students will seek patterns and relationships between different elements of quadratic equations to gain insights into the nature of
these equations.

 They will make use of the structural aspects of quadratic equations to identify solutions and recognize equivalent forms to solve
problems.
Reason Abstractly and Quantitatively:
Factual Knowledge:
 Students will make sense of quantities and how they relate within the context of quadratic equations.

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Factual knowledge in the context of solving quadratic
equations involves knowing specific mathematical facts,  They will apply quantitative reasoning to determine the most suitable methods for solving quadratic equations, often involving
definitions, and equations. algebraic manipulations and problem-solving techniques.
Examples of factual knowledge related to quadratic Look for and Make Use of Structure:
equations include:
The quadratic formula: x = (-b ± √(b² - 4ac)) / (2a).  Students will use their understanding of the structural components of quadratic equations, including coefficients and terms.
The discriminant: Δ = b² - 4ac, which determines the nature
of solutions.  They will recognize structural patterns to simplify and manipulate quadratic equations effectively.
Understanding the properties of real and complex roots. Model with Math:
Recognizing the standard form of a quadratic equation: ax² +
bx + c = 0.  Students will use algebraic equations and expressions to model quadratic relationships and solve problems.
Identifying the coefficients, a, b, and c in a given quadratic
equation.  They will translate real-world scenarios into mathematical representations to arrive at solutions.
Generalize:
Conceptual Knowledge:
Conceptual knowledge goes beyond mere facts and involves  Students will identify and understand the general form of quadratic equations, which is typically expressed as 𝑦 = ax^2 + bx + c.
a deeper understanding of the principles and relationships
that underlie quadratic equations.  They will recognize how the coefficients 'a,' 'b,' and 'c' impact the behavior of quadratic equations.
Examples of conceptual knowledge related to quadratic

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equations include:
Formative assessment
Understanding the geometric interpretation of quadratic
equations as parabolas. Task 1: Quadratic Equation Solving Challenge
Grasping the concept that the discriminant determines the
number and nature of roots (real, equal, complex). Task: After learning about solving quadratic equations, students will be given a set of quadratic equation problems to solve.
Recognizing that the solutions to quadratic equations are the
Assessment: Evaluate their ability to apply the learned methods and concepts to successfully solve the problems.
x-values where the equation equals zero.
Knowing that factoring, completing the square, and using the Task 2: Applying the Quadratic Formula
quadratic formula are various methods to solve quadratic
equations, each with its underlying concept. Task: Students will be presented with a real-world scenario where they need to identify and explain how the quadratic formula is applied to
find solutions.
Procedural Knowledge:
Assessment: Assess their understanding of the essential concept and their ability to communicate its application effectively.
Procedural knowledge
pertains to the ability to apply specific techniques and Task 3: Essential Question Reflection
procedures to solve quadratic equations.
Examples of procedural knowledge related to quadratic
Task: Students will answer the lesson's Essential Question related to quadratic equations, reflecting on their understanding of the lesson's core
concepts.
equations include:
Knowing how to apply the quadratic formula to find the Assessment: Gauge students' grasp of the fundamental concepts by their responses to the Essential Question.
roots of a quadratic equation.
The step-by-step process of factoring a quadratic equation. Task 4: Quadratic Equation Problem Solving
Understanding how to complete the square to solve for the
Task: Students will work on solving a set of quadratic equations that require both conceptual understanding and skill application.
roots.
Recognizing the steps for graphing a quadratic equation and Assessment: Evaluate their understanding of concepts and their ability to effectively apply the skills required to solve the equations.
interpreting the graph.
Applying the rules for simplifying and manipulating Investigating Patterns
quadratic equations to make them solvable. Task: Analyzing Patterns in Quadratic Equations

Task: Students will explore the patterns and characteristics of quadratic equations and their solutions.
 Provide students with a set of quadratic equations with different coefficients and ask them to graph these equations.

 In pairs or small groups, students will analyze the graphs and identify patterns in terms of the shape, direction, and symmetry of
parabolas.

 They will also observe how the coefficients 'a,' 'b,' and 'c' influence the parabolic shape, vertex location, and roots.

 After identifying these patterns, students will generalize their findings into mathematical expressions or rules that describe the
behavior of quadratic equations.

Assessment: Evaluate students' ability to investigate and recognize patterns in quadratic equations, including the impact of coefficients, and
their capacity to communicate their findings through generalizations or mathematical expressions.

Resources

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envision Math Grade 10 I 2019 Common Core
MYP mathematics 5 Standard

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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