# Unit 7 � Quadratic Functions

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```							                                              Algebra II – Unit 9
Conics
OVERVIEW
Why is this important to learn?

Conics is expected to take approximately 3 weeks to complete during the second semester of the Algebra II course.
This unit will be geared to secondary students desiring a credit in Algebra II. In order to be successful in this class,
students should have successfully completed Algebra I.

Many situations, both natural and man-made, have circular, elliptical or hyperbolic movement which makes conic
study essential to many academic areas.

BIG IDEAS:
The big ideas of this overview include:

    The distance formula can be manipulated to obtain the equation of the circle.
    Quadratic processes can be used to manipulate circular equations to find center and radius.
    A circle is a locus of points equidistant from a given point.

ESSENTIAL QUESTIONS:
Questions that will help students process content include . . .

    How are the equation of a circle and the Pythagorean Theorem related?
    How can I translate between the geometric description and the equation of a circle?
    What processes are necessary to obtain the center and radius from its equation?
    What information is necessary to graph a circle?

CONTENT AND SUBSTANCE
What is the learning?

DISTRICT STANDARDS:

    Translate between the geometric description and the equation for a conic section (G-GPE.1)

LEARNING TARGET(S)
To understand, students will need to know, understand and do . . .

Vocabulary:

(none)

Declarative Knowledge:

Procedural Knowledge:

    Complete the square to find the center and radius of a circle given by an equation. (G-GPE.1A)

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ASSESSMENT EVIDENCE/CRITERIA
How will students demonstrate their understanding and how will you know?

   The assessment is aligned to the common core learning targets and standards. Evidenced by the common
assessment keys.

   A unit pre-assessment may be delivered informally. In addition, unit exams will give evidence of the level
of student knowledge and ability to be successful on a common task.

   Teachers will administer independent summative assessments by unit and use the common district task
for multiple units.

   Depth of knowledge of unit assessments will be determined by individual teachers; however, they will
reflect the requirements of the common assessment as evidenced by the keys.

   A formal 4 tier mathematics scoring rubric will be used on common assessments throughout the district.
Unit assessments will be scored by individual teachers.

INSTRUCTIONAL PLANNING AND RESOURCES
What learning experiences will help all students meet the identified learning targets?

Components may include: Resources – texts, lab materials, math tools, technology, etc.
 Practice lessons
 White board practice
 Pre-assessments
 Vocabulary work
 Word wall
 Student groupings
 Activities
 Independent work time
 Differentiated instruction

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