Mathematics
Curriculum Document for Algebra 2
Unit Title: Solving Quadratic Equations
Time Frame: 10 blocks
Six Weeks: 3rd
Unit Number: 4
Curriculum
Enduring Understandings (Big Ideas):


The student will know:
There are many ways to solve problems, but some are more
efficient than others.
Solutions need to be evaluated for reasonableness.
 x-intercepts of a parabola are roots/solutions/zeros of the
equation
 i = √−1
 Not all quadratic equations have real number solutions
 There are multiple methods to solve quadratic equations
 The discriminant of a quadratic tells you the possible solutions
 Some methods to solve quadratics don’t always work
The student will be able to:
 Solve quadratic equations algebraically (factoring, quadratic
formula, completing the square, and square roots (focus skill for
PSAT preparedness))
 Convert quadratic functions from standard to vertex form
 Compare algebraic and graphical solutions of quadratic equations
 Use complex numbers to describe solutions to quadratic equations
 Analyze and interpret the solutions of quadratic equations
 Analyze situations involving quadratic functions and formulate
quadratic equations/inequalities to solve problems
 Solve systems of quadratic equations/inequalities
 Interpret and determine the reasonableness of solutions of
quadratic equations/inequalities and systems of quadratic
equations/inequalities
Essential Questions:
 How do we know which method is most efficient?
Unit Title: Solving Quadratic Equations
Unit Number 4
Revised Summer 2013
Page 1 of 4
Mathematics
Curriculum Document for Algebra 2
 What is a solution and what does it represent?
 How do you know you have the correct solution?
 Why is it important to approach a problem from more than one perspective?
Student Understanding (student friendly TEKS):
 I can solve quadratic equations algebraically (factoring, quadratic formula, completing the square, and square roots). (taken from 2A.2A,
2A.8B , and 2A.8D)
 I can convert quadratic functions from standard to vertex form. (taken from 2A.8C)
 I can compare algebraic and graphical solutions of quadratic equations. (taken from 2A.8C)
 I can use complex numbers to describe solutions to quadratic equations. (taken from 2A.2B)
 I can analyze and interpret the solutions of quadratic equations. (taken from 2A.8B)
 I can analyze situations involving quadratic functions and formulate quadratic equations/inequalities to solve problems. (taken from
2A.8A)
 I can solve systems of quadratic equations/inequalities. (taken from 2A.3B)
 I can interpret and determine the reasonableness of solutions of quadratic equations/inequalities and systems of quadratic
equations/inequalities. (taken from 2A.3C)
TEKS:
(A2.2) Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to
solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities
in problem situations. The student is expected to:
(A) use tools including factoring and properties of exponents to simplify expressions and to transform and solve equations; and
(B) use complex numbers to describe the solutions of quadratic equations.
(A2.3) Foundations for functions. The student formulates systems of equations and inequalities from problem situations, uses a variety
of methods to solve them, and analyzes the solutions in terms of the situations. The student is expected to:
(B) use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities; and
(C) interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts.
(A2.8) Quadratic and square root functions. The student formulates equations and inequalities based on quadratic functions, uses a
variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to:
(A) analyze situations involving quadratic functions and formulate quadratic equations or inequalities to solve problems;
(B) analyze and interpret the solutions of quadratic equations using discriminants and solve quadratic equations using the
quadratic formula;
(C) compare and translate between algebraic and graphical solutions of quadratic equations; and
(D) solve quadratic equations and inequalities using graphs, tables, and algebraic methods.
Unit Title: Solving Quadratic Equations
Unit Number 4
Revised Summer 2013
Page 2 of 4
Mathematics
Curriculum Document for Algebra 2
Targeted College Readiness Standards:

IA2, IB1, IC1, IIB1, IIC1, IIC2, IID1, IID2, VIIB1, VIIB2, VIIC1, VIIC2, VIIIA1, VIIIA2, VIIIA3, VIIIA4, VIIIA5, VIIIB1, VIIIB2, VIIIC1, VIIIC2,
VIIIC3, IXA1, IXA2, IXA3, IXB1, IXB2, IXC1, IXC2, IXC3, XA1, XA2, XB1, XB2, XB3
Targeted ELPs:

1A, 1C, 1D, 1E, 1F, 1H, 2C, 2E, 2G, 2I, 3D, 3E, 3F, 3G, 3H, 3J, 4C, 4D
Academic Vocabulary:
 Complex number
 Conjugates
 Discriminant
 Factor
 Factoring
 Imaginary number
Language of Instruction:
Complete the square
Intercept form/factored form
Quadratic formula
Solving
Square root
Standard form
vertex form
Instruction
Instructional Resources:
Textbook:
 Chapter 4 Section 3 and 4 (plus additional materials)
 Chapter 4 Section 5, 6, 7, 8, and 10
Engaging Mathematics: TEKS-Based Activities for Algebra II (Quadratic Card Match p. 135) (Stepping in the Right
Direction p. 139) (Round Robin: Solving Quadratic Equations p. 143) (Quadratic Formula p. 145) (Using Quadratic
Formula p. 147) (Graphing Organizer p. 153) (b2 – 4ac AKA The Discriminant p.161) (The Discriminating Discriminant p.
163)(Quadratic Graph Sort p. 165) (Arithmagon p. 169) (Number Line p. 175)
Sets of Numbers
Complex Number System
Unit Title: Solving Quadratic Equations
Unit Number 4
Revised Summer 2013
Page 3 of 4
Mathematics
Curriculum Document for Algebra 2
Algebra II End of Course Success- Vocabulary RC3 Activity
Algebra II End of Course Success- Vocabulary RC3 ANSWER KEY
Instructional Suggestions/Examples for PSAT preparedness
Technology:
Career Connections/Real Life Application:
Exemplar Lessons:
Research Based Instructional Strategies:
Assessment
Student self-assessment & reflection:
Portfolio – Student Template Quadratic
Portfolio – Teacher Template Quadratic
Unit Title: Solving Quadratic Equations
Acceptable evidence or artifacts:
Performance Task Unit 4
Quadratic Assessment- Solving
Factoring Assessment
Unit Number 4
Revised Summer 2013
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