STEP Standard 2

Unit Topic:
Equations and Inequalities
Unit Title:
Quadratic Equations
National or State Academic Content Standards:
CCSS.MATH.CONTENT.HSA.REI. B.4
Solve quadratic equations in one variable (Common Core State Standards, 2021).
Learning Goal:
Students will be able to solve quadratic equations by factoring, completing the square,
and using the quadratic equation (Gustafson & Frisk, 2004).
Measurable Objectives:
At least 80% of the students will be able to solve quadratic equations by factoring,
completing the square and using the quadratic equation.

Pre-Assessment:
https://quizizz.com/join/quiz/61297b353bafb5001dd1b1c6/start?studentShare=true

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment – Depending on where their score was off of Quizizz determined weather they
were proficient or not.
https://quizizz.com/join/quiz/61297b353bafb5001dd1b1c6/start?studentShare=true

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 2-3 students

Proficient
(80%-89%) 30 students

Partially Proficient
(70%-79%) 25 students

Minimally Proficient
(69% and below) 3 students

Pre-Assessment Analysis: Whole Class

Scoring was done through observation; I would walk through the classroom and see the scores
the students got. More than half of them said they just guessed. The students were between
Proficient and Partially Proficient. In hindsight using a different platform would have been
more beneficial; that way the data could have been recorded. I did not need to change my
lesson regarding the scores of the pre-test.

Post-Assessment – Questions 1-3 are worth 2 points while 4-5 are worth three points. This allows
students to get partial credit for problems that they understand the method, and just made a
mathematical error somewhere in their process and ended with the incorrect answer.

Math Analysis Quiz 1.1-1.3 Name______________________________ Per___

Solve each equation. Check for extraneous solutions.
3𝑥𝑥 2𝑥𝑥 𝑥𝑥+2 3x + 5 x −7
1. 𝑥𝑥 2+2𝑥𝑥 − 𝑥𝑥 2+5𝑥𝑥 = 𝑥𝑥 2 +7𝑥𝑥+10 2. −3 =
2 3

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 3. Solve by factoring OR completing the square. 12𝑥𝑥 2 − 17𝑥𝑥 − 7 = 0

4. After inheriting some money, a woman wants to invest enough to have an annual income of
$5000. If she can invest $20,000 at 9% annual interest, how much more will she have to invest
at 7% to achieve her goal?

5. Student tickets to the fair cost $5 each and adult tickets cost $12 each. On one day, a total of
200 fair tickets were sold for a total of $1700. How many student tickets were sold?

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 STEP Standard 4 - Unit and Lesson Planning
Grade Level: 9-12
Unit/Subject: Quadratic Equations/ Math Analysis

Day 1 Day 2 Day 3 Day 4 Day 5

National/St CCSS.MATH.CONTE CCSS.MATH.CONTE CCSS.MATH.CONTE CCSS.MATH.CONTE CCSS.MATH.CONTE
ate NT.HSA.REI.B.4 NT.HSA.REI.B.4 NT.HSA.REI.B.4 NT.HSA.REI.B.4 NT.HSA.REI.B.4
Learning Solve quadratic Solve quadratic Solve quadratic Solve quadratic Solve quadratic
Standards equations in one equations in one equations in one equations in one equations in one
variable (Common variable (Common variable (Common variable (Common variable (Common
Core Standards, 2021). Core Standards, 2021). Core Standards, 2021).Core Standards, 2021). Core Standards, 2021).
Specific Essential Question: Essential Question: Essential Question: Essential Question: Students will use their
Learning How do I solve How do I solve How do I solve How do I solve notes to recall what
Target(s)/ quadratic equations quadratic equations quadratic equations quadratic equations they have learned and
Objectives using factoring. using factoring. completing the square.using the quadratic apply their new skills
formula. to their assignment
Students will use their worksheet.
notes to recall what They will summarize
they have learned and their Cornell notes.
apply their new skills
to their assignment
worksheet.
Academic Quadratic Equation Square Root Property Completing the Square Quadratic Formula Quadratic Equation
Language Zero Factor Theorem Zero Factor Theorem
Square Root Property
Completing the Square
Quadratic Formula
Unit Promethean Board Promethean Board Promethean Board Worksheet Worksheet
Resources, Active Inspire Flip Active Inspire Flip Active Inspire Flip
Materials, Chart Chart Chart
Equipment

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, and
Technolog
y
Depth of Do you recall how we If given a problem Have you seen that no What method do you
Knowledge would factor an what would be the mater what method prefer to use?
Lesson equation? What next step to solve this you choose, your
Questions format should it look equation using answers will be the
like? completing the same?
square?
Anticipato Students have learned Students will utilize Students will need to Students will be able Students will be
ry Set prior to this lesson their prior skills of understand how to to use their prior informed that the next
how to factor, and the factoring, and squares complete the square knowledge of the topic they are taking
different methods they to solve different for a later lesson. quadratic formula to their knowledge on
may use to factor. equations. They will Showing them that check their answers or how to solve quadratic
have to recall the they can get the solve the quadratic equations and
perfect squares from answer quicker this equation. applying them to word
their factoring lesson. way encourages problems. At the start
students to practice of the following
this method. lesson. The students
become very
discouraged when they
hear word problems.
Presentation of Content
Multiple The notes will be The notes will be The notes will be The notes will be The notes are showing
Means of presented in a way that presented in a way that presented in a way that presented in a way that them multiple ways of
Representa I can annotate them if I can annotate them if I can annotate them if I can annotate them if solving quadratic
tion further clarification is further clarification is further clarification is further clarification is equations and for this
required. required. required. required. worksheet they will
Steps may be written Steps may be written Steps may be written Steps may be written work on they are
by the side of the by the side of the by the side of the by the side of the allowed to pick how to
problem so that problem so that problem so that problem so that solve certain problems
students can follow students can follow students can follow students can follow based on a method
along with the steps. along with the steps. along with the steps. along with the steps. they prefer.

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 They are provided at They are provided at They are provided at They are provided at
the start so that they the start so that they the start so that they the start so that they
write them down, and write them down, and write them down, and write them down, and
then refer to them as then refer to them as then refer to them as then refer to them as
needed. needed. needed. needed.

Multiple Guided notes will be Guided notes will be Guided notes will be Guided notes will be Guided notes will be
Means of available to students provided to students provided to students provided to students provided to students
Representa who require them. who require them. who require them. who require them. who require them.
tion The use of The use of The use of The use of The use of
Differentia
underlining, and color- underlining, and color- underlining, and color- underlining, and color- underlining, and color-
tion
coding notes will aid coding notes will aid coding notes will aid coding notes will aid coding notes will aid
ELL students and ELL students and ELL students and ELL students and ELL students and
those with special those with special those with special those with special those with special
needs. needs. needs. needs. needs.

Students who are Students who are Students who are Students who are Students who are
earlier finishers may earlier finishers may earlier finishers may earlier finishers may earlier finishers may
be provided with a be provided with a be provided with a be provided with a be provided with a
harder set of problems harder set of problems harder set of problems harder set of problems harder set of problems
that challenge their that challenge their that challenge their that challenge their that challenge their
abilities as well so abilities as well so abilities as well so abilities as well so abilities as well so
those who are early those who are early those who are early those who are early those who are early
finishers. finishers. finishers. finishers. finishers.

Application of Content
Multiple Students will take Students will take Students will take Students will take Students will work on
Means of notes, work in think notes, work in think notes, work in think notes, work in think their worksheet and
Engageme pair share groups pair share groups pair share groups pair share groups apply their newfound
nt throughout the class. I throughout the class. I throughout the class. I throughout the class. I skills to previous
will show them how to will show them how to will show them how to will show them how to problem-solving skills
do a problem, they do a problem, they do a problem, they do a problem, they to solve the equations.
will solve one on their will solve one on their will solve one on their will solve one on their They are encouraged

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 own, compare with a own, compare with a own, compare with a own, compare with a to work with each
peer, and then we will peer, and then we will peer, and then we will peer, and then we will other, as well as check
share our responses to share our responses to share our responses to share our responses to their answers with the
the class, and how we the class, and how we the class, and how we the class, and how we answer key.
solved the equation. solved the equation. solved the equation. solved the equation.
Students will work on
their worksheet and
apply their newfound
skills to previous
problem-solving skills
to solve the equations.
They are encouraged
to work with each
other, as well as check
their answers with the
answer key.
Multiple Students will Students will Students will Those who are Gifted Those who are Gifted
Means of participate in think participate in think participate in think and earlier finishers if and earlier finishers if
Engageme pair share throughout pair share throughout pair share throughout they choose to may they choose to may
nt the lesson. This the lesson. This the lesson. This pair up with other pair up with other
Differentia
allows them to watch allows them to watch allows them to watch students and assist students and assist
tion
an example, try it on an example, try it on an example, try it on them in lieu of them in lieu of
their own, and then their own, and then their own, and then finishing their finishing their
turn to a partner and turn to a partner and turn to a partner and worksheet. worksheet.
compare. That way compare. That way compare. That way
they are not they are not they are not
embarrassed when embarrassed when embarrassed when
randomly called on. randomly called on. randomly called on.
Students are more Students are more Students are more
willing to work with a willing to work with a willing to work with a
peer than solve the peer than solve the peer than solve the
problem on the board. problem on the board. problem on the board.
This allows me the This allows me the This allows me the

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 time to work with ELL time to work with ELL time to work with ELL
and SPED students and SPED students and SPED students
who require more who require more who require more
assistance, or one on assistance, or one on assistance, or one on
one learning. one learning. one learning.

This think pair share This think pair share This think pair share
method works for all method works for all method works for all
students because it students because it students because it
allows them to work allows them to work allows them to work
with each other and with each other and with each other and
work through the work through the work through the
problem-solving problem-solving problem-solving
process. process. process.
Assessment of Content
Multiple Observational Observational Observational Observational Observational
Means of assessments will be assessments will be assessments will be assessments will be assessments will be
Expression conducted throughout conducted throughout conducted throughout conducted throughout conducted throughout
the note taking the note taking the note taking the note taking the note taking
process. This ensures process. This ensures process. This ensures process. This ensures process. This ensures
that students are that students are that students are that students are that students are
understanding what understanding what understanding what understanding what understanding what
they are doing while they are doing while they are doing while they are doing while they are doing while
seeing their ability to seeing their ability to seeing their ability to seeing their ability to seeing their ability to
solve quadratic solve quadratic solve quadratic solve quadratic solve quadratic
equations on their equations on their equations on their equations on their equations on their
own. This also own. This also own. This also own. This also own. This also
provides time for provides time for provides time for provides time for provides time for
those who are early those who are early those who are early those who are early those who are early
finishers or gifted to finishers or gifted to finishers or gifted to finishers or gifted to finishers or gifted to
show case their skills show case their skills show case their skills show case their skills show case their skills
and if they choose to and if they choose to and if they choose to and if they choose to and if they choose to
assist their peers, they assist their peers, they assist their peers, they assist their peers, they assist their peers, they

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 can teach them how can teach them how can teach them how can teach them how can teach them how
they understand the they understand the they understand the they understand the they understand the
material. material. material. material. material.
I can also see if
students are struggling
on the worksheet and
whether or not, they
require more practice
to master solving
quadratic equations.
Multiple This lesson allows This lesson allows This lesson allows This lesson allows This lesson allows
Means of students choice in students choice in students choice in students choice in students choice in
Expression what they prefer to what they prefer to what they prefer to what they prefer to what they prefer to
Differentia use. That choice will use. That choice will use. That choice will use. That choice will use. That choice will
tion
also be allowed in the also be allowed in the also be allowed in the also be allowed in the also be allowed in the
following lesson of following lesson of following lesson of following lesson of following lesson of
applying quadratic applying quadratic applying quadratic applying quadratic applying quadratic
equations. This equations. This equations. This equations. This equations. This
method will benefit all method will benefit all method will benefit all method will benefit all method will benefit all
in the classroom. I in the classroom. I in the classroom. I in the classroom. I in the classroom. I
have provided them have provided them have provided them have provided them have provided them
with different ways to with different ways to with different ways to with different ways to with different ways to
solve the same solve the same solve the same solve the same solve the same
problem. problem. problem. problem. problem.
Along with annotating Along with annotating Along with annotating Along with annotating Along with annotating
notes in different notes in different notes in different notes in different notes in different
colors so that students colors so that students colors so that students colors so that students colors so that students
may follow along. I may follow along. I may follow along. I may follow along. I may follow along. I
also circle or box also circle or box also circle or box also circle or box also circle or box
small mechanical small mechanical small mechanical small mechanical small mechanical
errors that students errors that students errors that students errors that students errors that students
typically forget as they typically forget as they typically forget as they typically forget as they typically forget as they
are solving problems. are solving problems. are solving problems. are solving problems. are solving problems.

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 Extension Activity and/or Homework
Bell work at the start Bell work at the start Students will complete Students will complete Students will have an
of the class would pull of class will recap a bell work that a bell work that equation for bell work
from prior knowledge what the students have involves the square involves them solving that they are required
that will assist the learned the day prior. root property. That an equation using to use the quadratic
students in They will be provided way they can recall completing the square formula for to solve.
understating what they an equation that they what they have method. The The homework
will be learning. Such need to solve using the learned from the day homework assignment assignment is a
as a factoring problem. zero-factor theorem. prior to solve the is a worksheet that worksheet that allows
Which will lead into equation. allows students to students to apply their
the days lesson of apply their skills that skills that they have
square root property. they have learned and learned and practice
practice them. There them. There is an
is an answer key that answer key that they
they can check their can check their
answers, students will answers, students will
also learn how to work also learn how to work
through their mistakes through their mistakes
this way. this way.

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STEP Standard 5 - Implementation of Instructional Unit
Video Recording Link:
https://youtu.be/0F_VMUA_j5s
Summary of Unit Implementation:
Overall, the unit implementation went well. My mentor teacher said that I had done well, I could
have used think pair share more often. I think I sort of forgot throughout parts of the lessons.
The students have seemed to understand what they were doing or at least they knew they could
always use the quadratic formula to solve the problem. Some students branched out and
practiced their newfound skills of factoring to solve quadratic equations.

Summary of Student Learning:

Overall students scored in the high 60 to low 70 percent overall on their first assessment. A
retake was provided and by doing quiz corrections and retaking the quiz the students have been
able to master solving quadratic equations.

Reflection of Video Recording:

I believe that there is a way that I could make the class more interactive. It is just finding a way
to do so. I have at least two classes that are very talkative and will work through their process by
talking out loud. I have one class that is super quiet. If I ask them a simple question, they are
afraid to answer for what ever reason. I need to work on finding ways to engage my students, so
that I get others to participate instead of the ones that always participate.

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STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 22
(90%-100%)
Proficient
20
(80%-89%)
Partially Proficient
12
(70%-79%)
Minimally
Proficient 11
(69% and below)
Post-Test Analysis: Whole Class
Regarding the post-test data at least 64% of the students who have taken the assessment have
received highly proficient, or proficient. 42 out of 65 students have gotten an 80% or above.
There were 3 students who have not taken the assessment. This means that less than 35% of the
class if they choose to will perform quiz corrections, and then once they have shown that they
have figured out their mistakes the students will be able to take a retake.
The effectiveness of my instruction and assessment lead to at least 64% getting proficient or
highly proficient. Since students are allowed unlimited retakes per district policy now, they are
allowed to still master the topic and retake the quiz. As I was grading, I realized that students
were making small arithmetic mistakes and were still getting most of their points because they
were able to show that they understand what they need to do. Walking around the classroom I can
see that the students for the most part understood the material, because I would use think pair
share. I provide them with an equation, they solve it on their own, then turn to a partner and share
their method and what they got, and then we share as a class.
Post-Assessment Analysis: Subgroup Selection
I picked the subgroup for 504’s. 2 out of the three students with a 504 plan have scored
Proficient. One has not taken the assessment yet.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

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 Highly Proficient
(90%-100%)
Proficient
2
(80%-89%)
Partially Proficient
(70%-79%)
Minimally
Proficient
(69% and below)
Post-Assessment Analysis: Subgroup

The students who have taken the assessment who are on a 504 plan understand the lesson to score
proficient. This is based on their quiz grade alone.
Based on the student’s quiz grade alone it would appear that the students who have taken the
assessment have a proficient understanding of how to solve the equations from their assessment.
I have also observed them as they work in class, like the other students, and they understand how
to solve equations during think pair share. They even help others around them when they see that
they neighbor is struggling.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 22
(90%-100%)
Proficient
18
(80%-89%)
Partially Proficient
12
(70%-79%)
Minimally
Proficient 11
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

When comparing the 504 plan students with the rest of the class; they still scored in the proficient
category. Their understanding of the material compared to the rest of the class they are included in the
80 to 100 percent on their assessment. With the student’s assessment alone over half of the students in
total have gotten proficient or highly proficient, so I would say my instruction block was pretty good.

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 The students will be able to use their prior knowledge that they learned from this lesson and start
applying quadratic equations to word problems. Students will need to be able to solve quadratic
equations before they move onto creating them from a word problem and solving that equation.
The students will still use this knowledge in future lessons such as solving inequalities in lesson
1.7.

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STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress
Plan to Reach the Goal (i.e., professional
Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Have better classroom management Observe others veteran teachers, as well as
talk to them/or my mentor about classroom
management strategies.
Have clearly defined expectations for the
students and ensure they know and
understand them at the start of the year and
review them periodically throughout the year.
2. Ensure HOT questions evoke Higher order thinking questions are
curiosity. important for student growth and
understanding. I can work with my mentor,
other teachers, or even bat ideas with others
who work in the school to get ideas of
different types of HOT questions.
I can utilize internet resources for examples of
different HOT questions, or even for the
different methods of tiering the questions so
that they meet the varying levels of student
ability. I want to challenge them but not so
much that they are discouraged. Nor do I
want it to be too easy where they are bored in
the classroom.
3. Implement student goal setting. Allowing students to create their own goals
within the classroom will allow them to take
ownership over their own education, and they
will be more willing to learn the content. I
think this will be an interesting way to get
students to ensure they are doing their work.
It also teaches them responsibility over
themselves. I can ask other teachers or even
my PLC group about what goals they have for
their students, so I can create examples of
short-term and long-term goals for my
students.

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 Long-Term Goal: Integrate more hands-on/interactive work for students.
Rationale: I picked this goal because I want my students
to interact and engage with each other and
their work as they have a better understanding
of what they are learning.
I believe that it will improve the future
outcome of students because they will be
more interested in coming to class to learn,
and they will be able to interact with peers
instead of just take notes and take quizzes and
tests.
End Date: I expect to accomplish this over time and
hopefully master within a year of teaching.
Although I will always work on improving
this goal to meet the needs of my students.
Action Timeline: What steps will you take to Oct. 14, 2021: Set up a time to meet with a
complete this goal, and by when will you take peer leader/instructional leader
them? Example:
-Ask student about how they believe they
1/31/18: Join AACTE learn best.
Oct. 18, 2021: Connect with district PLC and
School PLC group.
Oct. 25, 2021: Have varying ideas to go over
with peer leader/instructional leader
Nov. 1, 2021: Implement activity
-Request student feedback on how they
believe the activity went
Nov. 4, 2021: Review how the lesson went
with peer leader/instructional leader, as well
as go over student feedback
Nov. 8, 2021: Make corrections to the lesson
activity
Jan. 10, 2021: Be able to come up with
different activities on my own
Feb. 1, 2021: Implement activities in the
classroom
Feb. 22, 2021: make corrections and proceed
to improve activity from there

Continue to improve and revise every year.

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 Resources: I will have my mentor teacher, peer leaders,
and other teachers as well as different internet
resources that I can utilize to ensure that the
students are getting the best involvement and
hands on activities within the classroom.
I would also like to take the students opinion
into account since it is their education, they
should have a voice in it as well.

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