Subject: ALGEBRA

Teacher: GARRINGER

Grade: 9

Length of Unit: 20 DAYS

Title of Unit:
QUADRATIC EXPRESSIONS & EQUATIONS

Essential Questions:
Why can quadratic equations have two solutions?
How can we use math to manipulate equations to obtain values or terms that will make it convenient to solve an equation?
Where does the quadratic formula come from?
Unit Learning Outcomes
1. To factor a quadratic expression
with a lead coefficient of one
2. To factor a quadratic expression
with a lead coefficient other than
one by grouping or factoring out a
GCF
3. To factor a quadratic expression
that is the difference of two perfect
squares
4. To solve quadratic equations by
finding square roots
5. To solve quadratic equations by
factoring and using the zero
product property
6. To solve quadratic equations by
completing the square
7. To solve quadratic equations by
using the quadratic formula to find
real roots

Skills to be Developed
1.
2.
3.
4.

Factoring
Applying exponent laws
Solving for a variable
Checking solutions by substitution

Vocabulary to be Covered
1. Polynomial
2. Quadratic Equation
3. Radical
4. Lead Coefficient
5. Extraneous Solution
6. Quadratic Formula
7. Roots
8. Factor
9. Zero Product Property
10. Square Root

8. To use quadratic equations to

solve problems

Standards and Resources

Common Core Learning Standards Addressed:
CCSS.Math.Content.HSA-APR.A.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.
CCSS.Math.Content.HSA-REI.A.2 Solve simple rational and radical equations in one variable, and give examples showing
how extraneous solutions may arise.
CCSS.Math.Content.HSA-REI.B.4 Solve quadratic equations in one variable.
CCSS.Math.Content.HSA-REI.B.4a 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.
CCSS.Math.Content.HSF-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as
a table) over a specified interval. Estimate the rate of change from a graph.
CCSS.Math.Content.HSA-SSE.A.2 Use the structure of an expression to identify ways to rewrite it.
CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
CCSS.Math.Content.HSA-APR.B.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.
Materials, Texts, and Resources:
Illustrative Mathematics (illustrativemathematics.org), MARS Mathematics Assessment Projects, Infinite Algebra Software,
Teacher made worksheets, Glencoe Algebra 1 Textbook, JMAP.org, engagny.org, ixl.com
Differentiation:
All assessments will be available in modified versions. In addition, exit tickets will be used to group students based on content

skills and knowledge.

Interventions:
Any student receiving a 1 on a daily exit ticket will be assigned mandatory office hours the following day.
After the quiz, all students will be required to correct incorrect problems from their quiz. Students will have the opportunity to
retake the quiz after completing the quiz correction.
Assessments
aligned to identified learning outcomes
Formative Assessments:
Do Nows
Daily Exit Tickets will be used to assess student understanding of topics covered that day in class. The teacher will give
an exit ticket feedback score of 3, 2, or 1. Three meaning the student mastered the topic from class that day. Two
meaning student shows some basic understanding of the topic, but has a minor misconception. A one meaning the
student has many misconceptions around the topic and should be targeted for additional support and remediation. Exit
tickets will be returned each day for student feedback and reviewed after the do now in some cases.
Learning Outcomes Quiz (every other week)
Summative Assessment:
Unit 6 Exam (differentiated for student learning needs)

Unit Pacing Calendar

Day 1:

Day 2:

Day 3:

Day 4:

Day 5:

Aim: To find the product Aim: To use the box

Aim: To find the GCF of Aim: To completely
Aim: To factor by
of two binomials using method to factor
two or more algebraic
factor a polynomial by
grouping
the box method
polynomials with a lead terms
first factoring out a GCF
coefficient of one
Vocab: Polynomial,
Quadratic Equations
Vocab: Lead coefficient,
Factor

Day 6:

Day 7:

Aim: To factor special

case quadratic
expressions (difference
of two perfect squares,
perfect square
polynomials)

Aim: To solve quadratic Aim: To solve quadratic

equations by finding
equations in the form
square roots
x^2+bx+c=0 by factoring
and using the zero
Vocab: Square root,
product property
extraneous solution
Vocab: Zero Product
Property, Roots

Aim: To solve quadratic ASSESSMENT DAY

equations in the form
QUIZ
x^2+bx= c by factoring
and using the zero
product property

Day 11:

Day 12:

Day 14:

Day 15:

Aim: To solve quadratic

equations in the form
ax^2+bx+c=0 by
factoring and using the
zero product property

Aim: To solve quadratic Aim: To solve quadratic

equations in the form
equations by completing
ax^2+bx= c by
the square
factoring and using the
zero product property

Aim: To derive the

quadratic formula

Aim: To use the

quadratic formula to
solve quadratic
equations

Day 16:

Day 17:

Day 18:

Day 19:

Day 20:

Aim: To use quadratic

equations to solve
problems

REVIEW DAY

ASSESSMENT DAY

Aim: To solve quadratic Aim: To use quadratic

equations using a
equations to solve
variety of methods
problems

Day 8:

Day 13:

Day 9:

Vocab: Quadratic
Formula

Day 10:

UNIT EXAM