Unit 8: Assignment 5- Instructional Unit

College of Arts and Sciences, Regent University

UED 490: Advanced Methods of Teaching Mathematics in Secondary Education

Dr. Cheryl Gould

May 4, 2023
 UED 490: Assignment 5- Instructional Unit
I. a. Title of Unit
b. Grade
c. Subject
d. Duration of Unit
e. Rationale
II. Essential Question
What 1 question or problem
focuses the unit?
Solving and Graphing of Equations (SOL All.3)
(Virginia Department of Education, 2020)
High School
Algebra 2
Roughly 4 days
This unit will build on ideas that the students have
already learned but go into more specifics than in past
lessons. This unit will also provide good foundational
knowledge for students to build on in the upcoming
units and help hone important skills, such as graphing.
How do you solve equations, including absolute value,
linear, quadratic, and more, as well as verify and graph
solutions of said equations?

III. Learning 1.1 The learner will understand the similarities and
Goals/Objectives contrast the differences of equations and inequalities
(2-3 using Bloom’s Taxonomy)
2.1 The learner will “solve absolute value linear
(SOL All.3) equations or inequalities in one variable algebraically”
(Virginia Department of
Education, 2020) 3.1 The learner will analyze parent and family
functions

(SOL All.3) (TeachThoughtStaff, 2018; Virginia Department of

Education, 2020)
1.2 The learner will recognize the quadratic formula
and understand how to apply it to equations

2.2 The learner will understand complex solutions

3.2 The learner will solve quadratic equations “over the

set of complex numbers”

(SOL All.3) (TeachThoughtStaff, 2018; Virginia Department of

Education, 2020)
1.3 The learner will understand “rational equations
with real solutions”

2.3 The learner will solve “rational algebraic

expressions”

3.3 The learner will create graphs for different families

of functions and equations

(SOL All.3) (TeachThoughtStaff, 2018; Virginia Department of


IV. Unit Assessment
8-10 questions per learning
goal
V. Unit Performance Task
How will students demonstrate
mastery?
VI. Daily Goals and
Assessments
VII. Reading Strategies
What reading strategies will be
used to help students interact
with or deepen understanding
of new knowledge?
Education, 2020)
1.4 The learner will extract the viable solutions from
the extraneous solutions
2.4 The learner will evaluate equations containing one
radical expression
(SOL All.3) (TeachThoughtStaff, 2018; Virginia Department of
Education, 2020)
Title:
See Appendix A
Title:
See Appendix B
See Appendix C
(Template in Appendix C)
1. Semantic Mapping (2022)
 Use after introducing some new vocabulary and
topics, such as at the end of the day/lesson or at
the end of a unit
 Call for a student to come to the board and
write a word- either vocabulary word, topic
word, etc.
 Then, other students will come to the board and
create a sort of map with words connected to
each other (students should also explain why
they feel as though the terms or ideas are
connected)
o Example [At the end of introductory
lesson]: original word- equation
 Branching words- absolute
value, linear, quadratic,…
2. Word Break-Downs (2022)
 When teaching new vocabulary, first write the
word on the board and then ask the students
what they think about the word. Then break the
word down into meaningful parts.
o Example [During the Introductory unit]:
term- extraneous solutions
 What do you see in the word
extraneous? Possible answer:
“extra-“
 In Latin, extraneous means “not
belonging or proper to a thing”

VIII. Engaging Strategies
How will you engage students
in the learning process?
(2018)
 What do you think this could
mean in math?
 Depending on time,
students can write down
their answers and
thoughts and either do a
think-pair-share with
their partners or just
write their thoughts don
and share them with the
class (Think-Pair-Share)
3. Strategic Questioning (Hogbin, 2020)
 Questions will be presented verbally throughout
class as well as in writing on tests, quizzes,
assessments, classworks, etc.
o For example: Tell me how you solved
that
o Is there another way of solving this
o Does this topic remind you of
something else you have in math in the
past
o
1. Calling on students to come to the board to try
solving problems and asking questions for students to
answer in class
2. Collaboration + Communication (5 Effective
Strategies for Teaching Math In Today’s High School
Classroom)
 When applicable, let students work together to
solve problems and work to solutions
 Whether it be letting students work in groups
for games, work in pairs for classwork, or
letting students check their work against each
other for homework before turning them in
3. Kahoot! Review
 At the end of the lesson and/or at the end of a
unit and/or as a review for tests’/quizzes
o Collaboration- as students can work in
teams when playing the Kahoot!
(Virginia Department of Education,
2020)
o Citizenship- Students have to put in a
name that is safe and friendly for use in
the classroom, if they put something
 inappropriate they may lose chance for
bonus points or getting to play the game
at all (Virginia department of Education,
2020).

IX. Differentiating 1. Special Needs/Struggling Learners:

Instruction  Follow all IEP, 504, and other accommodations
given to students to the best of your ability.
 Allow extra time outside of class for students to
come and ask questions if needed or get extra
help (i.e. before school)
 For tests and larger assessments, the
opportunity for test corrections will be available
for a portion of the percentage of points lost to
be regained
2. 2. Challenging Learners:
 When putting students into groups, base their
groups off of their learning level and level of
achievement
 After the students are divided into groups, give
each of them a name, i.e., the quadratics, the
absolutes, the Aristotle’s, etc.
 Each group will have a different assignment
based on their level of achievement although
undenounced to students
 Thus, the students who are higher achieving can
be challenged and the lower achieving students
can also be challenged but on their own
individual levels
3. 3. Supporting all Learners:
 Verbally explain instructions and the lesson
material for student who learn best auditorily.
 Post directions and show the lesson material on
the board for students who learn best visually
and/or by reading.
 Allow students to have time to practice the
material and write down any necessary
vocabulary, formulas, etc. for students who
learn best through action or through writing.
 Allow time for students to ask questions both in
whole class settings and in more one on-on
settings (such as when students are working
alone and the teacher walks around or during
classwork time, allow students to come to your
desk to ask questions)
V. Daily Lesson Plan See Appendix D
Day 1 (Template in Appendix D)

Appendix A

1. Which of the following graphs represents a graph of an absolute value? (2.1)

Answer: B

2. All of the following terms represent the answer(s) to an equation except: (1.4)
a) Root
b) Factor
c) Solution
d) Zero
Answer: Factor

3. i= (3.2)
a) -1
b) 1
c) √1
d) √-1
Answer: √-1

4. Which of the following is an example of a complex number? (3.2)

a) 3+2i
b) 2+3x
c) A+b
Answer: 3+2i

5. What is the solution to the following equation: 5x+3x-2=0 (1.2)

a) ½
b) 10
c) 3
d) ¼
Answer: 1/4
6. What is the difference between an equation and an inequality? (1.1)
a) An equation contains an equal sign; an inequality contains <, > , ≤ or ≥
b) an equation contains <, > , ≤ or ≥; an inequality contains an equal sign
c) an equations contains variables; an inequality does not
Answer: an equation contains an equal sign; an inequality contains <, > , ≤ or ≥

7. Which of the following is an example of a parent function? (3.1)

a) y = 2x^2 - 5x + 3
b) x = 2y^2 - 5y + 3
c) x = y^2+y
d) y = x^2
Answer: y = x^2

8. All of the following expressions are examples of linear functions except: (2.1)
a) x^0=1
b) x=3
c) x^2=5
Answer: x^2=5

9. The definition of a family of a function is… (3.1)

a) the equation with the simplest form
b) a set of functions whose equations have a similar form
c) y=x^2
d) x=y^2
Answer: a set of functions whose equations have a similar form

10. The quadratic formula is: (1.2)

a) x= (-b ± √b^2-4ac)/2a
b) x= (-b ± √b^2-4ab)/2b
c) y= (-b ± √b^2-4ac)/2a
d) y= (-b ± √b^2-4ab)/2b
Answer: x= (-b ± √b^2-4ac)/2a

11. The standard general form of quadratic equation is: (1.2)

a) ax^4+bx+c=1
b) ax^2+bx+c=1
c) ax^2+bx+c=0
d) ax^3+bx+c=0
e) ax^3+bx+c=1
Answer: ax^2+bx+c=0

12. What is the best name for the kind of graph shown below: (3.1)
 a) Inequality
b) Absolute Value
c) Linear
d) Quadratic
Answer: Absolute value

13. What is the notation for the absolute value of a number? (2.1)
a) |a|
b) [x]
c) >
d) ≤
Answer: |a|

14. What is the term for a solution that does not satisfy the original equation? (1.4)
a) Absurd Solution
b) Extrapoltus Solution
c) Quadratic Solution
d) Extraneous Solution
Answer: Extraneous Solution

15. Which of the following is not true about absolute value? (select all that are not
correct) (2.1)
a) It can be negative
b) It represents the distance from 0
c) It represents the distance from the origin
d) It can be represented byax^2+bx+c=0
Answer: it can be negative
it can be represented by ax^2+bx+c=0

16. A quadratic function is a function whose graph does not intersect the x-axis has roots
with what kind of components? (1.2)
a) Real
b) Imaginary
c) Rational
d) Complex
Answer: Imaginary
17. What is the name of the expression b^2-4ac? (1.2)
a) A complex solution
b) The discriminant
 c) The determinant
d) The quadratic formula
Answer: the discriminant

18. When a quadratic equation has exactly one real root, it can be defined as having one
distinct root with ________________? (2.2)
a) Multiplicity of 1
b) Multiplicity of 2
c) An imaginary number
d) Only 1 factor
Answer: multiplicity of 2

19. Complex Solutions come in __________? (2.2)

a) Conjugate pairs
b) Compound statements
c) Complex pairs
d) Coordinate pairs
Answer: conjugate pairs

20. The equation of an inverse variation is a _________ function. (1.3)

a) Absolute value
b) Radical
c) Rational
d) Logarithmic
Answer: rational

21. What are 2 ways (2 formats) that a solution and an interval can be expressed? [choose
2] (1.3)
a) Standard form
b) Interval notation
c) Set notation
d) As factors
Answers: interval notation
Set notation

22. Solutions of what type of equation are either a) real, b) a sum of real and imaginary
components, or c) a difference of real and imaginary components? (1.3)
a) Rational
b) Quadratic
c) Linear
d) Quartic
Answer: Quadratic

23. What is the name of the family represented by the parent function y=x2? (List both
names for extra point) (3.1)
_____________________________________________
Answer: square or quadratic
(2014)
24.What is the name of the family represented by the parent function y=x? (3.1)

Answer: linear
(2014)

25. Simplify the following: (2.3)

(x-2)
(x2-4x+4)

Answer:
(x-2)
(x-2)(x-2)
1
(x-2)
(Intro to Rational Expressions)

26. Simplify the following: (2.3)

35x5
49x2

Answer:
35x5 /7 = 5x5 = 5x3
49x2 /7 = 7x2 = 7
(The Organic Chemistry Tutor, 2018)

27. Simplify the following: (2.3)

(x2-16)
x2+9x+20

Answer:
(x2-16) = (x+4)(x-4) = (x-4)
x2+9x+20 = (x+4)(x+5) = (x+5)

28. Draw the general shape of a linear value graph: (3.3)

Answer: (any sort of straight line)

(2014)
29. Draw the general shape of a quadratic equation graph: (3.3)

Answer: (a sort of U-shape)

(2014)

30. What kind of function is shown in the graph below? (3.3)

(2014)

Answer: square root function or y= √x (2014)

31. What kind of function is shown in the graph below? (3.3)

(2014)
Answer: reciprocal function
32. Solve and check: |x|-3=5 (1.4)

Answer:
|x|+3=5
-3 -3
-------------
|x|=2
x=2 x=-2
check:
|2|-3=5 ~ -1=5
|-2|-3=5 ~ -1=5

33. Solve and check: |a|+2=0 (1.4)

Answer:
|a|+2=0
-2 -2
-------------
|a|=-2
a=-2 a=2
check:
|-2|+2=0 ~ 4=0
|2|+2=0 ~ 4=0

34. Solve √(5n-4)=0 (2.4)

(Solve Radical Equations)
Answer:
5n-4= 02
+4 +4
------------
5n=4
/5 /5
----------
n=4/5

35. Solve √9r2 +3=2 (2.4)

Answer:
3r+3=2
-3 -3
------------
3r = -1
/3 /3
------------
r = -1/3

36. Solve √4r4+3=0 (2.4)

Answer:
2r2+3=0
-3 -3
-----------
2r2 = -3
/2 /2
-----------
√r2 = √-3/2
r = √-3/2

37. Solve √3x+2-1=0 (2.4)

Answer:
√(3x+2)-1=0
+1 +1
--------------------
(√(3x+2))2 = (1)2
3x+2 = 1
-2 -2
----------------
3x = -1
/3 /3
--------------
x= -1/3

38. What is the following mathematical expression called: 3+2x > 0 (1.1)
Answer: Inequality

39. What is the following mathematical expression called: 3x+2+4x (1.1)

Answer: Equation

40. What is the following number called: 3i+2 (2.2)

Answer: complex number

Appendix B
How will students demonstrate mastery?
Performance task

Students may choose 1 way to demonstrate their understanding of family and parent
functions: a paper, a slideshow, creating an assessment, creating an online game, or something

else they get approved by the teacher.

This will be a short project that will be assigned the first day of the unit and be due a

week after the unit has begun (even if it bleeds into the following unit). Students may choose

how they would like to show their skills whether it be technologically, like creating an online

game, or show their English and literary skills, like writing a paper.

For a paper, it should be roughly 2 pages long, for an assessment, roughly 15 questions,

etc. If you have any questions about the length of your assignment or any other questions,

please notify the teacher. However, this assignment should not be surface level, it should go

into detail of what you have learned on the topic of family and parent functions.

After the project is complete, the class will be divided into groups of around 4 students

each and be given the assignments of their classmates for peer review and for extra material

review before the end of the unit. For assessments, your student peers will take said

assessment, for papers , your peers will read the paper, etc. and provide written feedback

handed into the teacher before leaving class that day. This is a project grade.

Appendix C
Daily Content Goals and Assessments (for additional days, copy and paste below)

SOL All. 3
(Virginia Day 1 Day 2 Day 3
Department of
Education, 2020)

Unit Introduction Quadratic Equations Equations with

Lesson Plan Title and Solving and Complex Rational Algebraic
Absolute Value Numbers Expressions
Linear Equations
Learning Goal
1.1 The learner will 1.2 The learner will 1.3 The learner will
understand the recognize the understand
 similarities and quadratic formula “rational equations
contrast the and understand with real solutions”
differences of how to apply it
equations and equations 2.3 The learner will
inequalities solve “rational
2.2 The learner will algebraic
2.1 The learner will understand expressions”
“solve absolute complex solutions
value linear 3.3 The learner will
equations or 3.2 The learner will create graphs for
inequalities in one solve quadratic different families of
variable equations “over the functions and
algebraically” set of complex equations
numbers”
3.1 The learner will (SOL All.3)
analyze parent and (SOL All.3) (TeachThoughtStaff,
family functions (TeachThoughtStaff 2018; Virginia
, 2018; Virginia Department of
Department of Education, 2020)
(SOL All.3) Education, 2020)
(TeachThoughtStaff
, 2018; Virginia
Department of
Education, 2020)

Exit Ticket- 3 new Brain dump and Entrance Ticket-

share- gauge student
thing they learned Students will do a understanding by
today, 1 thing they brain dump of asking questions
are confused about information for 1 regarding what it
or have questions on minute then share means for an
the most pertinent expression to be
details with their “rational” and what
Formative partner. Together they think is meant
Assessment they will write 1 by “families of
paragraph of what graphs” (Dyer,
they got out of the 2022)
lesson, whst they
liked, what they
didn’t like, what
they still have
questions on , etc.
Then each group
will share their
thoughts to the class

Day 4

Lesson Plan Title Equations with

Radical Expressions
 1.4 The learner will
extract the viable
solutions from the
extraneous solutions

2.4 The learner will

Learning Goal evaluate equations
containing one
radical expression

(SOL All.3)
(TeachThoughtStaff,
2018; Virginia
Department of
Education, 2020)
One-minute paper
(exit ticket)- each
student will have 1
minute to write
answer the
following prompt
and then turn in
Formative their writings before
Assessment leaving class
Prompt: Something
I think might appear
on a test or quiz and
why (Dyer, 2022)

Appendix D
Daily Lesson Plan (Day 1)
Introduction
Title of Lesson: Unit Introduction and Solving Absolute Value Linear Equations
Subject: Algebra 2: SOL All.3 (Virginia Department of Education, 2020)
Date: April 5, 2023
Essential How do you solve equations, as well as verify their solutions and
Question/ graph said solutions?
Big Idea
Learning Goal: 1.1 The learner will understand the similarities and contrast the
differences of equations and inequalities

2.1 The learner will “solve absolute value linear equations or

inequalities in one variable algebraically”
 3.1 The learner will analyze parent and family functions

(SOL All.3) (TeachThoughtStaff, 2018; Virginia Department of Education, 2020)

Anticipatory  TTW ask the following riddle(s) and/or have them posted on the
Set:
Activates Prior board for the students to discuss while passing out the pre-assessment
Knowledge o How can you take 2 from 5 and leave 4?
 Remove the 2 letters ‘F’ and ‘E’ from the word five,
and you get IV (Mann, 2020)
o If there are 2 people in front of 2 people, two people behind
two people, and two people beside two people, how many
people are there?
 4 (Mann, 2020)
 TSW complete the pre-assessment for the unit
https://docs.google.com/forms/d/e/1FAIpQLSeESFoh7aH9h8TF-
ldP9Rq8rjw-zmMoLJTYw3ncNIxjuCnoug/viewform?usp=sf_link
Direct  TTW first explain what this unit will cover, going over the SOL
Instruction:
Links to unit verbally and/or having it posted on the board.
Incorporates  TTW then explain that we will start with the first part of the SOL,
higher-level piece a, stating “The student will solve a) absolute value linear
thinking equations and inequalities” (Virginia Department of Education,
2016).
 TTW will then begin the PowerPoint presentation, asking students to
take notes as we go along [(Direct Instruction-) (Direct and Indirect
Instruction Definitions and Examples)] UED 490 Unit 5.pptx
o During the lesson, the teacher will pause to ask the students
questions [(Direct Instruction- Question and Answer) (Direct
and Indirect Instruction Definitions and Examples)] such as:
 What does linear mean? the expression contains no
powers other than x1 = x or x0 = 1 (2014)
 What is the quadratic formula?

(Quadratic Formula)
o TTW also use a number line to physically show the idea of
absolute value

o The teacher will demonstrate examples on the board and ask

for volunteers or call on students to come to the board to do
some examples [(Direct Instruction- Demonstration) (Direct
and Indirect Instruction Definitions and Examples)] (See
Guided Practice Section)

Guided Practice:  At the end of the lesson, the teacher will have some examples on the
Engages students
in the learning board for the students to come up and try. The students should work
process out these problems with the guidance of their peers. The teacher will
 be there to correct any misunderstandings or help if the students get
stuck and to check for the correct answer.

Independent  Now, for review, the students will play a game of Kahoot!
Practice:
Allows students https://create.kahoot.it/details/1319f566-9889-4693-bae6-
to practice with 1eeb788a711b
new knowledge  The students may work by themselves or with 1 partner
 The winner gets a bonus point added to their next quiz
Formative  After the teacher has gone over all the needed material, the students
Assessment:
Assesses mastery have had time to practice, and the students have reviewed the material
of daily learning with Kahoot, the teacher will give the students access to the following
goal assessment.
o This assessment will not be graded for correctness, but the
students will not know this until after the assessment has been
taken to try to ensure the students best effort.
 https://forms.gle/oYQHjyhpcBAiPRLf6
Closure:  At the end of the lesson, the teacher will ask the students to take out a
Links to learning
goals sheet of notebook paper and write 3 new things they learned today
and 1 thing that they still are confused about or have a question on
 They will turn this paper in as an exit ticket before leaving class

There is no homework for tonight but instead will be assigned tomorrow

to cover both today and tomorrow’s lesson.
 References

Direct and Indirect Instruction Definitions and Examples. Austin Peay State University.

https://www.apsu.edu/academic-course-and-program-development/course-credit-hour-

review/direct-indirect-instruction.php

Dyer, K. (2022, Jan 18). 27 easy formative assessment strategies for gathering evidence of

student learning. NWEA. https://www.nwea.org/blog/2022/27-easy-formative-

assessment-strategies-for-gathering-evidence-of-student-learning/

5 Effective Strategies for Teaching Math In Today’s High School Classroom. More Than Just X.

https://moorethanjustx.com/effective-strategies-for-teaching-math/

Hogbin, C. (2020, Nov 9). 6 Simple (But Effective) Instructional Strategies for Mathematics. 3P

Learning. https://www.3plearning.com/blog/instructional-strategies-math/

Intro to Rational Expressions. Khan Academy.

https://www.khanacademy.org/math/precalculus/x9e81a4f98389efdf:rational-functions/

x9e81a4f98389efdf:reducing-rational-expressions-to-lowest-terms/a/intro-to-rational-

expressions

Mann, S. B. (2020, Dec 19). 84 Fun Math Riddles (For Adults & Kids). Icebreaker Ideas.

https://icebreakerideas.com/math-riddles/

The Organic Chemistry Tutor. (2018, Jan 22). Simplifying Rational Expressions [Video].

YouTube. https://www.youtube.com/watch?v=uVpsz-xpnPo

Quadratic Formula. BJYU’S. https://byjus.com/maths/quadratic-formula/

Solve Radical Equations. Intermediate Algebra.

https://pressbooks.bccampus.ca/algebraintermediate/chapter/solve-radical-equations/
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TeachThought. https://www.teachthought.com/critical-thinking/blooms-taxonomy-verbs/

Think-Pair-Share. Reading Rockets. https://www.readingrockets.org/strategies/think-pair-

share#:~:text=Think%2Dpair%2Dshare%20(TPS,2)%20share%20ideas%20with

%20classmates.

(2018, Sept 20). Extraneous (adj.). Online Etymology Dictionary.

https://www.etymonline.com/word/extraneous

(2014, Dec 29). 1.5 Function Families. Ck-12.

https://www.ck12.org/book/ck-12-math-analysis/section/1.5/

(2022, Aug 3). 7 Creative Teaching Strategies To Improve Vocabulary Teaching. Prodigy.

https://www.prodigygame.com/main-en/blog/vocabulary-strategies/

Virginia Department of Education. (2016). Mathematics 2016 Standards of Learning: Algebra II

Curriculum Framework. Virginia Department of Education.

https://www.doe.virginia.gov/teaching-learning-assessment/instruction/mathematics/

standards-of-learning-for-mathematics

Virginia Department of Education. (2020, October). Digital Learning Integration Standards of

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https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/

digital-learning-integration-standards-of-learning