Quadratic Functions

Unit 3 Project
Student name:
Due date:

February 27, 2015

Subject & Grade: Extended Mathematics MYP 4

Your Task:

To design and create a tri-fold brochure or a poster that will summarize

what you have learned about the quadratic functions.
To write a report covering each of the following:
1) How you designed your brochure or poster. Include the challenges you
faced while making the brochure or poster and how you dealt with them.
2) Advantages and Disadvantages of making a brochure or a poster as a
learning tool.
3) How you learned from making a learning tool for others.

Requirements for the brochure or poster:

1. Cover Page
2. Vocabulary Section (must be defined in your own words). You must have
at least 5 words related to your chosen topic. Your definitions must be
approved by your teacher on or before February 9, 2015 (Math Class).
3. Description Section. Choose two topics among the following choices
below:
a) Finding roots using factoring or quadratic formula or completing the
square
b) Graphing quadratic functions showing the direction of opening, axis
of symmetry, vertex, and y-intercept.
c) Finding and interpreting discriminants
d) Writing a quadratic equation given the roots and by transforming
from standard to vertex form
e) Quadratic Function Transformations such as vertical and horizontal
shift, vertical and horizontal stretch and shrink, and reflections over
x-axis and y-axis.

Inspiringethical,respectful,compassionategloballeadership

Details & Conditions:

This is an individual work.

The use of technology for the completion of this project is required.
Late projects will not be accepted.

You will be assessed on the following MYP criteria:

Criterion C : Communicating
Criterion D: Applying Mathematics in Real Life Contexts

Inspiringethical,respectful,compassionategloballeadership

Teacher

Student

0
12

34

56

78

0
12

34

56

78

Criterion C: Communicating
Published Descriptors
The student does not reach a standard described by any of the
descriptors given below.
The student is able to:
i.
use limited mathematical language
ii.
use limited forms of mathematical representation to
present information
iii.
communicate through lines of reasoning that are
difficult to interpret.
The student is able to:
i.
use some appropriate mathematical language
ii.
use appropriate forms of mathematical representation
to present information adequately
iii.
communicate through lines of reasoning that are
complete
iv.
adequately organize information using a logical
structure
The student is able to:
i.
usually use appropriate mathematical language
ii.
usually use appropriate forms of mathematical
representation to present information correctly
iii.
usually move between different forms of mathematical
representation
iv.
communicate through lines of reasoning that are
complete and coherent
v.
present work that is usually organized using a logical
structure.
The student is able to:
i.
consistently use appropriate mathematical language
ii.
use appropriate forms of mathematical representation
to consistently present information correctly
iii.
move effectively between different forms of
mathematical representation
iv.
communicate through lines of reasoning that are
complete, coherent and concise
v.
present work that is consistently organized using a
logical structure.

Task-specific indicators:
Covered all the elements of the report listed in the task section.
Used correct words, grammar and symbols.
The report is organized and reads well all throughout.
Presented ideas and findings in different ways to present information clearly (as
seen in the learning tool created).
Student reflections:
Teacher comments:

Inspiringethical,respectful,compassionategloballeadership

Teacher

Criterion D: APPLYING MATHEMATICS IN REAL LIFE CONTEXTS

Student
Published Descriptors

12

12

The student does not reach a standard described by any of the

descriptors given below.
The student is able to:
i.
ii.

34

34

Identify some of the elements of the authentic real-life

situation
Apply mathematical strategies to find a solution to the
authentic real-life situation, with limited success.

The student is able to:

i.
Identify the relevant elements of the authentic real-life
situation
ii.
select, with some success, adequate mathematical
strategies to model the authentic real-life situation
iii.
apply mathematical strategies to reach a solution to
the authentic real- life situation
iv.
describe whether the solution makes sense in the
context of the authentic real-life situation
The student is able to:
i.
ii.

56

56

iii.
iv.
v.

78

78

identify the relevant elements of the authentic real-life

situation
select adequate mathematical strategies to model the
authentic real- life situation
apply the selected mathematical strategies to reach a
valid solution to the authentic real-life situation
describe the degree of accuracy of the solution
discuss whether the solution makes sense in the
context of the
authentic real-life situation

The student is able to:

i.
identify the relevant elements of the authentic real-life
situation
ii.
select appropriate mathematical strategies to model
the authentic real-life situation
iii.
apply the selected mathematical strategies to reach a
correct solution to the authentic real-life situation
iv.
explain the degree of accuracy of the solution
v.
explain whether the solution makes sense in the
context of the authentic real-life situation.

Task-specific indicators:
Explained how the learning tool was created.
Explain whether there are limitations to the brochure or the poster.
Discuss advantages of the created brochure or poster as a learning tool.
The report and the brochure or poster shows a thorough understanding of the
particular topic chosen.
Expound how the task is significant to real life situations.
Student reflections:

Inspiringethical,respectful,compassionategloballeadership

Teacher comments:

Inspiringethical,respectful,compassionategloballeadership