Lesson

Title/#: Characteristics of Quadratic Functions (Part 1)

Subject: Algebra
Grade: 8

Preliminary Information:

Lesson 4 of 7
Date: Wednesday March 9, 2016
Grade: 8
Course/ Subject: Algebra
Number of Students: 6
Unit/Theme: Quadratic Functions
Period/Time: Period 3 (9:29 AM 10:08 AM)
Estimated Duration: 39 minutes
Where in the unit does the lesson occur?
Structure(s) or grouping for the lesson. Check any
Beginning of the unit.
that apply:
Middle of the unit. X
-Whole Class X
End of the unit.
-Small Group X
-One-to-one X
-Other (specify)



Central Focus: During this lesson, students will work to identify the characteristics that are specific to
quadratic functions (relative to other functions, such as linear functions). In addition to being able to
identify quadratic functions by their shapers, students will to describe quadratic functions by their
minimum and maximum values, their zeros (where graph crosses the x-axis), and their axes of
symmetry.

Rationale/Context: This lesson occurs in the middle of a unit on quadratic functions. In lessons leading
up to this point, students have learned how to graph quadratic functions (including many different
transformations of quadratic functions such as translations, reflections, stretching, and compressing). In
this lesson, students will learn to use the graphs of quadratic functions (which they now know how to
create), to determine the specific characteristics of quadratic functions (i.e. general shape, minimum
and maximum values, zeros of a function, axis of symmetry).

Prior Academic Knowledge and Experiences: Prior to this lesson, students should be able to graph a
quadratic function when they are given an equation. They should also be able to write an equation
given a graph of a quadratic function. Students should be able to sketch graphs using what they know
about transformations (without a calculator), but must also be able to create precise graphs using their
calculator to create a table of values for a given function. This lesson will build upon these skills by
asking students to identify certain characteristics of quadratic functions from graphs (sometimes
requiring students to create their own graphs for analysis).

Learning Objective: Students will learn to identify the characteristics of quadratic functions and key
features of their graphs (i.e. minimum/maximum values, zeros).

Standards:
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. Key features include: intercepts; intervals where the

function is increasing, decreasing, positive, or negative; relative maximums and minimums;

symmetries; end behavior; and periodicity.
MP.5 Use appropriate tools strategically.
CCSS.ELA-Literacy.L.8.4 Language Determine of clarify the meaning of unknown and multiple-
meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range
of strategies.
CCSS.ELA-Literacy.SL.8.1 Speaking and Listening Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.2 Speaking and Listening Analyze the purpose of information
presented in diverse media and formats (e.g. visually, quantitatively, orally) and evaluate the
motives (e.g., social, commercial, political) behind its presentation.

Academic Language Demands:
Through this lesson, students will learn and be able to utilize important vocabulary relating to
identify the characteristics of quadratic functions:
o New Terms:
Minimum value: the least value of a function; occurs when a>1, so parabola
opens upward.
Maximum value: the greatest value of the function; occurs when a<0, so
parabola opens downwards.
Zero of a function: an x-intercept; a value of x that makes the value of the
function 0.
o Terms from previous lessons that students will utilize:
Quadratic Function: a function in the form of f(x) = ax2 + bx + c that forms a u-
shaped curve.
Parabola: the u-shaped curve formed by a quadratic function.

Evidence and Assessment of Students Learning:
(Informal, Formative): Teacher will ask questions to determine student understanding
throughout the course of the launch and Instructional Procedures phases. Questions should
require answers that provide students with opportunity to explain mathematical reasoning and
proper vocabulary. Additionally, rather than asking right/wrong, yes/no questions, teacher
will ask questions that require students to help guide learning process (i.e.
(Informal, Formative): Teacher will circulate room during group work (when students complete
worksheet) to gain a better idea of student understanding. During this time, teacher will have
the opportunity to clarify any misunderstandings/confusion of students. Teacher can also ask
questions that will help to guide students in the right direction.
(Informal, Formative): Exit tickets will provide an opportunity for students to demonstrate their
knowledge to the teacher regarding the characteristics of quadratic functions. Based on the
results of exit tickets, teacher will be able to determine next necessary steps (What material
needs to be reviewed as a class? For certain groups? For certain individuals?).
(Informal, Formative): Students will complete homework assignment, which may be collected
by teacher for the purposes of evaluating understanding. Based on results of homework
assignment, teacher will know which topics students were able to grasp, and those that need to
be reviewed further.

(Formal, Summative): At the end of this unit, students will be asked to complete an assessment
(formal exam) where they graph quadratic functions and answer related questions regarding
different topics covered throughout the unit (transformations, characteristics of quadratic
functions, solving systems of equations, etc). As pertaining to this lesson, related questions may
include asking students to identify the minimum/maximum values of a function, as well as the
zeros of a function.

Instructional Strategies and Learning Tasks:
Launch (Motivation) (5 minutes)
o Quadratic Function, or not? Students will be provided with graphs of functions, with
some being quadratic functions, and others not (may be linear, cubic, etc.)
For the functions that you have categorized as quadratic, what characteristics
of the function lead you to this decision?
Students should recognize that the highest exponent in a quadratic
function is x2 and that quadratic functions all form u-shaped curves
(parabolas).
Instructional Procedures (Explore)(20 Minutes)
o Identifying Quadratic Functions
From the Launch, students should have some understanding of this topic.
However, it will be important to identify and practice what to do when functions
are not in y equals form.
Class Examples: quadratic function and non-quadratic function (both in forms
other than y equals)
o Maximum and Minimum Values
Present students with 2 graphs (one opening upwards, and one opening
downwards). Ask them to identify the maximum and minimum values for each
by using the graph.
Introduce specific rules for minimum and maximum values.
Determining minimum and maximum values from equations:
In vertex form, find vertex. If graph opens upwards, vertex is the
minimum. If graph opens downwards, vertex is the maximum.
In standard form, use your calculator to create a table of values and
sketch the graph. Find the point of the vertex. If the graph opens
upwards, the vertex is the minimum. If the graph opens downwards,
the vertex is the maximum.
o Zeros of a function ***dependent on time; may be continued in part 2 of lesson next
day***
After presenting a graph, ask students to find the points on the graph where y =
0. In this example, there will be 2 points.
After looking at the graph, ask students, How can we find the zeros of the
function mathematically by using the equation? Help them make
connection to previous chapter where we solved ax2 + bx + c = 0!!!
Complete class example where we solve for x to find the zeros
Introduce idea that it is possible for a quadratic function to have 0,1, or
2 zeros (or, points where the function crosses the x-axis, known as x-
intercepts).

Structured Practice and Application (10 Minutes)

o Students will have the opportunity to work with their partners on an in-class worksheet.
This worksheet will first ask students to determine whether a particular graph
represents a quadratic function. If it does, students will be required to go further by
identifying the minimum/maximum of the function and the zeros of the function (only
if zeros are covered during this period, otherwise simply the minimum/maximum).
Closure (5 Minutes)
o Exit Ticket: Students will be asked to sketch two quadratic functions, given listed
characteristics (i.e. Sketch a quadratic function that has a minimum and 2 zeros).
o Assign HW: Textbook pg. 653 # 5-8; pg. 654 # 10, 12; pg. 656 # 14, 15

Differentiation/Extension:
Teacher will reinforce any concepts where students lack understanding during Structured
Practice and Application, where teacher has time to walk around, observe student progress,
and provide assistance.
Online resources will be provided for any students who struggle with concepts and need extra
home practice.
Re-teach worksheets will be made available to students who struggle with concepts.
Students will be offered extra-help during lunch/ after school regarding any confusing concepts.

What Ifs (Accommodations/Student Supports):
If class does not understand how to identify quadratic functions, students will be provided with
graphs of functions that have already been identified as quadratic or not quadratic and
asked more specific questions such as What do you notice about the shape of all of the
functions that have been identified as quadratic? or, What do you notice about the leading
exponents that have been identified as quadratic?. Students will then proceed to complete
more examples on their own.
If the class does not understand that a function can only have a minimum OR a maximum value,
not both, we will once again review finding the domain and range of a function, which will help
to solidify this concept.
If the students struggle with identifying the zeros of a function when looking at graph, we will
review the concept of x-intercepts as a class. If students struggle with identifying the zeros
of a function when only given an equation, students will be instructed to sketch the graph of the
equation first (using calculator if necessary), which should remind students to plug in 0 for y.
If students struggle to identify characteristics of quadratic functions during class practice
examples, we will continue to complete the worksheet as a class, rather than in partners (or, we
will work on the specific concept that students struggle with together, allowing them to
complete the rest of the worksheet in partners).

Instructional Resources and Materials:
Students will need to bring calculators, pencils, textbooks, and notebooks to class.
Teacher will need to bring presentation, worksheets, and exit tickets to class.