Unit 3 Plan - Quadratic Expressions
Unit:3 | ||||||||||||||||
|
| Course: | Mathematics | Course Code: | MPM2D | |||||||||||
Teacher: C.BAHAR |
| |||||||||||||||
Quadratic Expressions |
| Hours: | 15 | |||||||||||||
TOPICS TO BE COVERED THIS UNIT: Exploring Quadratic Relations | ||||||||||||||||
Fitting Parabolas to Data Exploring a in y=a*(x-h)2 +k Introduction to Transformations
|
| |||||||||||||||
Overall Curriculum Expectations for this Unit:
| ||||||||||||||||
| ||||||||||||||||
Specific Curriculum Expectations for this Unit: Students should be able to expand and factor quadratic expressions using a variety of tools. Students should be able to graph the base function as well as all transformations of the form: Students should be able to solve quadratic equations using different strategies.
Students should be able to model real life problems using quadratic functions and use that model in order to determine/calculate variables of interest.
| ||||||||||||||||
| ||||||||||||||||
Teaching Strategies | ||||||||||||||||
Direct Instruction (teacher-led) |
| Class Activity (teacher facilitation) |
| |||||||||||||
Direct Instruction (discussion possible) |
| Experiential learning (learn by doing) |
| |||||||||||||
Class Discussion (teacher facilitated) |
| Worksheets/Surveys |
| |||||||||||||
Small Group Discussion |
| Individual or Group Research |
| |||||||||||||
Partner Discussion/Conferencing |
| Teacher Modeling |
| |||||||||||||
Conferencing Teacher & Student |
| Text-based modeling |
| |||||||||||||
Teacher reading to class |
| Use of Computers / Internet |
| |||||||||||||
Silent individual reading |
| Use of video tape or audio materials |
| |||||||||||||
Group based reading |
| Role Playing |
| |||||||||||||
Independent Work (teacher facilitation) |
| Presentations |
| |||||||||||||
Group Work (teacher facilitation) |
| Guest Speaker / Interviews / Questions |
| |||||||||||||
Assessment of Learning/Evaluation: Check the type of evaluation(s) administered in the unit. Indicate the marks allocated to each category. Evaluations should include 3 or 4 categories. Over the course of the term, categories must be balanced. The importance accorded to each of the four categories should reflect the emphasis accorded to them in the curriculum expectations for the course and in instructional practice. | Evaluation/Assessment of Learning | Check | K | T | C | A |
Observations |
|
|
|
|
| |
Conversations |
|
|
|
|
| |
Student Products: |
|
|
|
|
| |
Class Activity |
|
|
|
|
| |
Tests |
|
|
|
|
| |
Presentation |
|
|
|
|
| |
Project (Experimentation) |
|
|
|
|
| |
Portfolio Presentation |
|
|
|
|
| |
Response Journals (letter) |
|
|
|
|
| |
Essay |
|
|
|
|
| |
Assignment |
|
|
|
|
| |
Other (poster) |
|
|
|
|
| |
TOTAL | 100% | 25% | 25% | 25% | 25% | |
Resources/Suggestions for this Unit
| ||||||