TeamMember:DanyDara,KatieBurns

TeachingDates:May12,2014andMay21,2014

LessonConcept:Introduce:Aquadraticfunctionformsaparabolawithamaximumorminimum,andanaxisofsymmetry.GradeSpan8

Thislessonbuildsonstudentsconceptualunderstandingoflinearequationsandfunctions.Intermsofsequencing,itwouldbe
taughtafterstudentshavelearnedtointerpret,graph,create,andevaluatelinearequationsandfunctions.Studentscouldgainthese
foundationalskillsbyparticipatingintheHeredityPBLcreatedbyourMIAAgroup.Tobesuccessfulwithquadraticequationsand
parabolas,studentsmustalsopossessanunderstandingofperfectsquaresandradicals.

Stageof
Lesson
TeacherDoes
DirectionsorTeacherQuestions
StudentDoes
ExpectedStudentResponses
StudentActivities
Standard
CCCSSM,MPS,NGSS,
21
st
Century
Engage

Time:
15minutes

Materials:white
board/markers
infrontofthe
classroom.
Studentswill
needgraph
paperand
pencils.

Connectwithpriorknowledge:Show
alinearequationgraph:
y=x4.Askstudentstopredict
whatshapewillbedrawnwhengiven
pointsareconnected(line).
Connectwithpriorknowledge:
Teacherwilldistributegraphic
representationsofseverallinear
equations.Studentswillbedirectedto
workwithapartnertoevaluatethe
graphsandtalkaboutwhatthey
observe.Whatdothesehavein
common?

Intodayslesson,wearegoingtolook
atquadraticequations.Quadratic
equationsinvolvesquares(x
2
).

Letsthinkaboutsquares.Whatisx
2

ifx=3?Whatifx=3?

Watch,listenasteachershows
exampleonthefrontboard.

Thinkpairsharewiththeshapeofthe
graphaline.Studentswillviewand
talkaboutthegraphswith
correspondinglinearequations.
Shouldseethatallgraphsarealine,
somewithpositiveandsomewith
negativeslopes,andthatequations
havextothefirstpower.

Watch,listenasteachershows
examplesatthefrontboard.

Studentstalkwithapartnerandcome
up9,and25asthevaluesforx
2
.
AFIFGraphfunctionsexpressed
symbolicallyandshowkeyfeaturesof
thegraph,byhandinsimplecases
andusingtechnologyformore
complicatedcases.
7a.Graphlinearandquadratic
functionsandshowintercepts,
maxima,andminima.

Whatisx
2
ifx=5?Whatifx=5?

Askstudentstocomeupwithanother
exampleofx2(partnershare).

Partnershare,response.

Stageof
Lesson
TeacherDoes
DirectionsorTeacherQuestions
StudentDoes
ExpectedStudentResponses
StudentActivities
Standard
CCCSSM,MPS,NGSS,
21
st
Century
Explore:

Time:
15minutes

Materials:

pencils,graph
paper

Letsexplorewhathappensina
quadraticequation(refertoprior
definitionposted).Whathappens
whenyougraph:y=x
2

Studentsmakeadomain/rangechart
withvaluesforxandy.(needto
chooseatleast3valuesforx,andthe
oppositeofx).

Grapheachpointbasedonthexandy
coordinates.Dontconnectthepoints
yet.

Talkwithyourpartner,whatdoyou
noticeaboutthepointswhatisgoing
tohappenwhenyouconnectthe
points?

Workwithpartner.Create
domain/rangecharts.Graphpoints.

Talkwithpartner,explainwhatthey
noticeaboutthepoints.(theyforma
ushape).

Stageof
Lesson
TeacherDoes
DirectionsorTeacherQuestions
StudentDoes
ExpectedStudentResponses
StudentActivities
Standard
CCCSSM,MPS,NGSS,
21
st
Century
Explain:

Time:
10minutes

Materials:

Discussstudentsfindingswiththe
quadraticequationy=x
2
.

Explainthatthisequationisan
exampleofaquadraticintheformof
y=ax
2
.

1.Quadraticsformaparabola.
studentswillconnectthepoints
fromthegraphtheymadeinthelast
section.
2.Quadraticshaveavertexteacher
willpointoutthevertex,studentswill
pointtothisontheirpaper.
3.Quadraticshaveanaxisof
symmetry.Studentswillfoldtheir
paperverticallyatthevertex.Unfold.
Thisistheaxisofsymmetry.

4.Teacherwillguidestudentsasthey
graphtheequationsy=2x
2
andy=2x
2
.

Reviewvocabulary:
quadraticequation
parabola
axisofsymmetry
vertex
minimum
maximum

Modellabelingofthepartsofthe
parabola.
Studentslistenandwatch.

Studentslistenandwatch.

TakeNotesintheirNotebooks.
Connectpointstomakeaparabola.

Pointatthevertex.

FoldPaper.Drawadottedlineonthe
axisofsymmetry.

Studentsfollowalongwithteacher,
creatingdomain/rangecharts,
graphingtheparabolas.Findaxisof
symmetryandvertex.

AFIFGraphfunctionsexpressed
symbolicallyandshowkeyfeaturesof
thegraph,byhandinsimplecasesand
usingtechnologyformorecomplicated
cases.
7a.Graphlinearandquadraticfunctions
andshowintercepts,maxima,and
minima.

Studentswilllabeltheaxisof
symmetryandvertex.Theywill
indicatewhetherthevertexisa
maximumorminimumpoint.
Stageof
Lesson
TeacherDoes
DirectionsorTeacherQuestions
StudentDoes
ExpectedStudentResponses
StudentActivities
Standard
CCCSSM,MPS,NGSS,
21
st
Century
Explore:

Time:
15minutes

Materials:

Assignstudentpairsasetof
equationstograph.
y=3x
2
y=3x
2
y=4x
2
y=4x
2
y=1/2x
2
y=1/2x
2

Graphtheseonthesamecoordinate
plane.Labeleachparabolawithits
correspondingquadraticequation.

Reviewvocabulary:
quadraticequation
parabola
axisofsymmetry
vertex
minimum
maximum

Askstudentstosharetheirgraphs.
(Postonboard).

Askthemtoexplainwhattheynotice.
Workwithpartnertographthreetwo
pairsofquadraticequations(onewith
apositivevaluefora,andtheother
withanegativevaluefora).
Needtoincludeadomain/rangetable,
coordinateplane,parabola,axisof
symmetry,andvertex.

Foreachofthefourequations
graphedtoday,studentswilllabelthe
axisofsymmetryandvertex.Theywill
indicatewhetherthevertexisa
maximumorminimumpoint.

Thegraphsareparabolas.

Whydoyouthinksomeparabolas
faceupward,andtheothersare
upsidedown?

Teacherislookingfortheconnection
thatpositiveavaluesresultinupward
parabolas,theoppositeistruefor
negativeavalues.Teacherwillask
guidingquestionsasnecessaryto
helpstudentsmakeconnections.

Closure:Ticketoutthedoor.Using
anindexcard,studentswillexplain
howandwhyparabolasaredifferent
thanlines.
Somefaceup,someareupside
down.Someparabolasaremore
narrowthanothers.
Thinkpairshare.

Studentswilldoaquickwriteforthe
ticketoutthedoor.