Digital Unit Plan

1. Graphing Quadratic
Functions
Melissa Amlung EDSC 304

2. Content Standards Addressed:
Algebra 1
F-IF.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.
F-BF.3 Identify the effect on the graph of
replacing f(x) by f(x) + k, kf(x), f(kx),
and f(x + k) for specific values of k (both
positive and negative); find the value of k
given the graphs. Experiment with cases
and illustrate an explanation of the effects
on the graph using technology.

3. Big Ideas:
• What makes a quadratic function shift up or down?
• What makes a quadratic function shift left or right?
• What makes a quadratic function wider or narrower?
• How do we find the vertex and the axis of symmetry?
21st Century Skills
Students will use Chromebooks to engage in an interactive
activtiy in which they will explore shifts and changes in
quadratic functions.

4. Learning Objectives
Assessments
• Students will learn the standard form for a
quadratic function
• Students will engage in a small online
activity in which they will explore shifts and
changed in quadratic functions.
• Students will understand that k will make
the function shift up or down and h will shift
the function left or right.
• Students will understand that the value of a
will make the function open upards or
downwards and will make it wider or more
narrow.
• Entry Level- students will recall shifts in linear functions, as well as
positive and negative parabolas.
• Formative – students will engage in an interactive online activity and
will discuss discoveries in class
• Summative – Students will identify correct graphs of functions as well
as write what was wrong with the incorrect graph

5. Two Learning Activities
Students will engage in
activity from the website
Illuminations. Students
will explore shifts in
quadratic functions in
standard form.
Students will engage in a white board activity. The
teavher will write a qudratic function in standard
form on the board. The students will have to graph
the function on the white board. Then, the teacher
will draw a function on the white board and students
have to write what they think the function is in
standard form on their white board.

6. Why I Chose This Topic
I chose this topic because graphing quadratic functions is
one of the core topics in algebra. Students need to have a
thorough understanding of how quadratic functions shift
up or down and left or right as well as how graphs can
become wider or narrower compared to the parent
function. Understanding shifts in quadratic functions is a
foundational skill necessary for success in later
mathematics topics, such as shifts in other parent
functions which will be explored in Algebra 2, as well as
transformations of trigonometric functions.
This activity is a fun way for students to learn about how
graphs of quadratic functions can change and shift. Rather
than simply drawing the shifts on a paper, or reading
about it in a text books, students will be able to engage in
a hands-on activity that is fun and educational.