S1+Robbins,+Brittany

=Stage 1 - Identify Desired Results= expression to reveal and explain properties of the quantity represent by the expression. (a) Factor a quadratic expression to reveal the zeros of the function it defines ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * **Common Core State Standards**
 * Content Area** - Algebra
 * Grade Level** - High School
 * Domain** - Seeing Structure in Expressions
 * Cluster** - Write expressions in equivalent forms to solve problems
 * Standard** - 3.) Choose and produce an equivalent form of an

//What understandings are desired?//
•different functions are manipulated in unique ways. •factoring polynomials can be useful in the real world. ||
 * **//Students will understand that://** **(U)** ||
 * •quadratic equations can be represented visually.

//What essential questions will be considered?//
•How do you identify different equations? •Why is factoring polynomials used in the real world? ||
 * **Essential Questions:** **(Q)** ||
 * •How do you represent a function visually?

//What key knowledge and skills will students acquire as a result of this unit?//
line, function, equations, exponents, variables, linear, maximum and minimum •Formulas/Skills - Factoring, quadratic formula, square roots, completing the square, find max and min •Critical Ideas - Area/volume of fields or buildings, application, identify differences in equations || •model a function visually. •evaluate the importance of the "zeroes of a function. •adapt to the functions and determine what skills are needed to evaluate. •analyze the significance of a graph/ function in everyday life. •relate functions to events one may encounter in the future. •recognize differences in functions. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocab - zeros, graph, parabola,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**