Teacher(s) Melissa Miller

Subject group and discipline Mathematics: Mathematics

Unit title

MYP Year

Unit 3: Quadratics and Polynomials.

Grade 10

Unit duration 5 weeks (25 hours)

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)
Mathematics
Change

Global context
Equivalence

Connections

Globalization and sustainability

Student will look at real world data and make sense of

it through the analysis of these systems.
Exploration to Develop: Human impact on the
environment

Statement of inquiry
Analyzing the relationships and patterns with in polynomial (and specifically quadratic) functions, connects us to what we already know and helps us better understand.
Inquiry questions
How can I move between different
representations of a polynomial function?

How can my understanding of linear

function analysis help me better understand
polynomial functions?

Objectives

Summative assessment

A: Knowing and understanding

ii. apply the selected mathematics successfully
when solving problems
B: Investigating patterns
i. select and apply mathematical problemsolving techniques to discover complex patterns
C: Communicating
ii. use appropriate forms of mathematical
representation to present information
iii. move between different forms of
mathematical representation
D: Applying mathematics in real-life contexts

Outline of summative assessment task(s) including assessment

criteria:

Factual

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Conceptual

How are polynomial functions useful to

help me better understand the world?
Debatable

Relationship between summative assessment task(s) and

statement of inquiry:

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 v. justify whether a solution makes sense in the

context of the authentic real-life situation.

Task
January

19
Monday

9:00 AM

Children's Book Project (A, B)

Students will choose either
quadratic, cubic, square or cubic
root, or rational functions to create
a children's book. In the book, they
will explore the relationship
between an equation, table, graph,
verbal (or written description) and
an understanding of the
transformation from one equation
to the next.

Approaches to learning (ATL)

Communication

Social

Self-management

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I. Communication skills
Exchanging thoughts, messages and information
effectively through interaction
Give and receive meaningful feedback

II. Collaboration skills

Working effectively with others
Give and receive meaningful feedback
Advocate for ones own rights and needs

Learning Experiences
Students will be checking the work of their peers to
learn to look more critically at common mistakes.
Students will need to notify teacher of difficulties and
take initiative to come in for additional help where
needed and find time to come in and do retakes.

Learning Experiences
III. Organization skills
Students will have a couple projects in this unit, and
Managing time and tasks effectively
will be taking weekly quizzes, so they will need to use
Plan short- and long-term assignments; meet
the nights where additional homework is not assigned
deadlines
to take advantage of the time and manage it
Create plans to prepare for summative assessments
accordingly to ensure they are prepared for
(examinations and performances)
assessments.
Keep and use a weekly planner for assignments
Bring necessary equipment and supplies to class
Students will also need to ensure they have access to
Use appropriate strategies for organizing complex
a calculator, as that will be needed for many of the
information

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graphs we will be working on. Additionally, students

will begin to be responsible for their own notes, so
they will need to develop ways to ensure they can
follow and reference them for better understanding.

Research

VI. Information literacy skills

Finding, interpreting, judging and creating information
Access information to be informed and inform
others

Learning Experiences
This unit, students will be in charge of watching
videos online to follow information. They will need to
record and practice problems through that media in
addition to the notes in class.

Action: Teaching and learning through inquiry

Content

Learning process

Knowledge & Skills:

- Solve quadratics by factoring
- Writing quadratic Equations from Roots
- Solving quadratics by taking square roots.
- Complete the square
- Deriving the quadratic formula
- Solving using the quadratic formula
- Using the descriminant to determine the number of
solutions.
- Graphing from vertex form and using transformations
- Finding and applying information from real world
situations to determine solutions (Green Monster)
- Data modeling with quadratics
- Application problems with quadratics
- Introduction to polynomials, including terms and end
behavior
- Adding and Subtracting polynomials with end behavior
- Multiplication of Polynomials
- Long Division of Polynomials
- Complex number operations
- Factoring and finding the roots of polynomials
- Writing polynomial equations from roots. (ie. 5, -3, 9,
1/2)

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Teaching strategies

Vocabulary:

Quadratic Function, Parabola, Vertex, Vertex Form, Standard Form, Factored Form, Root,
Zero, xintercept, yintercept, Completing the Square, Axis of Symmetry, Maximum, Minimum,
Factors, Binomial, Trinomial, Perfect Square, Difference of Squares, Imaginary Number,

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- Writing polynomial equations from complex roots (ie.

6+i)
- Graphing with roots, end behavior, y intercept, etc.
- Graphing
- Review

Complex number, Complex Conjugate, Discriminant, Quadratic Formula, Quadratic

Regression

Standards:

onomial, polynomial, binomial, trinomial, degree, coefficient, leading coefficient, leading

term, Binomial Expansion, Distribute, Simplify, Multiply, Factors, Fundamental Theorem of
Algebra, Complex Number, Complex Conjugates, Sum and Difference of Cubes, Roots,
Factors, Solutions

Number and Quantity

The Complex Number System
1. Know there is a complex number i such
that i 2 = 1, and every complex number has
the form a + bi with a and b real.
2. Use the relation i 2 = 1 and the
commutative, associative, and distributive
properties to add, subtract, and multiply
complex Numbers.
3. (+) Find the conjugate of a complex
number; use conjugates to find moduli and
quotients of complex numbers.
4. (+) Represent complex numbers on the
complex plane in rectangular and polar form
(including real and imaginary numbers), and
explain why the rectangular and polar forms
of a given complex number represent the
same number.
5. (+) Represent addition, subtraction,
multiplication, and conjugation of complex
numbers geometrically on the complex plane;
use properties of this representation for
computation. For example, (1 + 3 i)3 = 8
because (1 + 3 i) has modulus 2 and
argument 120.
6. (+) Calculate the distance between
numbers in the complex plane as the
modulus of the difference, and the midpoint
of a segment as the average of the numbers
at its endpoints.
7. Solve quadratic equations with real
coefficients that have complex solutions.

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Describe how you will differentiate teaching & learning for this unit?

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8. (+) Extend polynomial identities to the

complex numbers. For example, rewrite x2 +
4 as (x + 2i)(x 2i).
9. (+) Know the Fundamental Theorem of
Algebra; show that it is true for quadratic
polynomials.
Algebra
Seeing Structure in Expressions
2. Use the structure of an expression to
identify ways to rewrite it. For example, see
x4 y4 as (x2)2 (y2)2, thus recognizing it as
a difference of squares that can be factored
as (x2 y2)(x2 + y2). Write expressions in
equivalent forms to solve problems.
3. Choose and produce an equivalent form
of an expression to reveal and explain
properties of the quantity represented by the
expression.
a. Factor a quadratic expression to reveal
the zeros of the function it defines.
b. Complete the square in a quadratic
expression to reveal the maximum or
minimum value of the function it defines.
Arithmetic with Polynomials and Rational
Expressions
1. Understand that polynomials form a
system analogous to the integers, namely,
they are closed under the operations of
addition, subtraction, and multiplication; add,
subtract, and multiply polynomials.
2. Know and apply the Remainder
Theorem: For a polynomial p(x) and a number
a, the remainder on division by x a is p(a),
so p(a) = 0 if and only if (x a) is a factor of
p(x).
3. Identify zeros of polynomials when
suitable factorizations are available, and use
the zeros to construct a rough graph of the
function defined by the polynomial.
4. Prove polynomial identities and use
them to describe numerical relationships. For

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example, the polynomial identity (x2 + y2)2 =

(x2 y2)2 + (2xy)2 can be used to generate
Pythagorean triples.
Creating Equations
2. Create equations in two or more
variables to represent relationships between
quantities; graph equations on coordinate
axes with labels and scales.
Reasoning with Equations and Inequalities
4. Solve quadratic equations in one
variable.
a. Use the method of completing the
square to transform any quadratic equation in
x into an equation of the form (x p)2 = q that
has the same solutions. Derive the quadratic
formula from this form.
b. Solve quadratic equations by inspection
(e.g., for x2 = 49), taking square roots,
completing the square, the quadratic formula
and factoring, as appropriate to the initial
form of the equation. Recognize when the
quadratic formula gives complex solutions
and write them as a bi for real numbers a
and b.
Functions
Interpreting Functions
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.
5. Relate the domain of a function to its
graph and, where applicable, to the
quantitative relationship it describes. For
example, if the function h(n) gives the number
of person-hours it takes to assemble n

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engines in a factory, then the positive integers

would be an appropriate domain for the
function.
a. Graph linear and quadratic functions
and show intercepts, maxima, and minima.
b. Graph square root, cube root, and
piecewise-defined functions, including step
functions and absolute value functions.
c. Graph polynomial functions, identifying
zeros when suitable factorizations are
available, and showing end behavior.
Building Functions
1. Write a function that describes a
relationship between two quantities.
Learner Profile
Reflective: Students will be consistently thinking through how what they are learning relates to what they already know, connecting the concepts, and reflecting on what
they need to do to better understand.
Resources
Journal:
youtube.com
https://docs.google.com/document/d/1gX81gOgRlxaP7Es4aHP6CRsQbsbyiRdQ74mvC4ei-p8/edit?usp=docslist_api

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

Prior to teaching the unit

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During teaching

After teaching the unit

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