1. QUADRATIC FUNCTIONS
Assessment Overview

2. Standards Addressed
• Common Core State Standards in Mathematics, grades
9-12, Functions, Interpreting Functions, Standard 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.

3. Standards Continued
 Common Core State Standards in Mathematics,
grades 9-12, Functions, Interpreting Functions,
Standard 7: Graph linear and quadratic functions
and show intercepts, maxima, and minima.

4. Standards Continued
 Common Core State Standards Reading Standards
for Literacy in Science and Technical Subjects,
Integration of Knowledge and Ideas, Grades 9-10,
Standard 7: Translate quantities or technical
information expressed in words in a text into visual
form (e.g., table or chart) and translate information
expressed visually or mathematically (e.g., in an
equation) into words.

5. Essential Questions
 The unit will be based around the following
essential questions…keep these in mind throughout
the unit.
 What are the key features of a parabola?
 What do the coordinates of the vertex of a parabola
represent in quadratic functions that model real world
events?
 Why must we restrict the domain when using real world
applications of quadratic functions?

6. Diagnostic Assessments
Family Questionnaire
 Data from this questionnaire on restaurant preference
will be used to create quadratic functions later in the
unit.
Pre-Test
 Willcheck for understanding of solving and graphing
quadratic functions.

7. Formative Assessments
 Socrative Space Race
 Application that allows you to race each other in a
game by answering question through your mobile
device. (If you don’t have your own one will be
provided)
 Math XL Assignment
 Allowsyou to set your own goals and chart your
progress in web based math program.

8. Performance Task
 How Much Would You Pay for a Sweatshirt?
 Group project intended to relate quadratic functions to
the real world.
 You will be asked to analyze survey results and create
a quadratic function based on your findings.
 You will then graph the function and determine the
optimal price at which to sell the sweatshirts for in
order to maximize revenue of the store.

9. Performance Task Continued
 Upon completion of your group’s analysis, creation of
the function, production of the graph, and conclusion
your group will present its findings to the business class
that operates the school store.
 The group score will be based on the rubric provided
at the beginning of the assignment.

10. Other Assessments
 Paper-and-pencil Assessment
 Individual assessment involving true/false, multiple
choice, fill-in-the-blank, short answer, and essay
questions.
 Exit Tickets
 End of class questions to check for understanding
throughout the unit.

11. Summary
• This unit is designed to view quadratic functions
through a real world approach.
• There will be multiple assessments designed to
address various learning styles.
• Students will participate in individual and group
tasks highlighted by the performance task.
• Multiple forms of technology will be integrated to
engage students and enhance learning.