University of West Alabama

5E Lesson Plan Template

Teacher: Wes Overton

Date: Thursday, April 11, 2019

Subject area/course/grade level: Mathematics / Algebra I / 8th Grade

Materials: Student Chromebooks

Standards (State and ISTE Standards for Students):

Alabama Algebra I Standard 36. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(k*x), 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. Include recognizing even and odd functions from their graphs and
algebraic expressions for them. [F-BF3]

ISTE Standard 5: Students develop and employ strategies for understanding and solving problems in ways that leverage the
power of technological methods to develop and test solutions.

Objectives:

Students will identify the effect of a, h, and k in the vertex form of the equation of a quadratic function.
Students will write the equation of a parabola in vertex form, given a graph of the function.

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?):

Students will get to create a slide show however they want to display their knowledge of vertex form.

Students will work together in groups to complete the lesson. Students with special needs will be paired
with students who work well in groups and can help them out.

ENGAGEMENT:
Students will be shown the image below and asked two questions, "What do you notice?" and "What do
you wonder?" They will be given one minute of quiet think time, and then they will be asked to stand up
and find someone across the room to share what they noticed and wondered with. This is a low floor task
because most students can notice something about the image.

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Assessment: The level of student understanding can be heard during student discussions. It can also be
heard once students share out in the class.
EXPLORATION:

Students will participate in the student Desmos activity, Match My Parabola,

https://teacher.desmos.com/activitybuilder/custom/5605bb6200701ed10fb0931a. Students will be paired
up to work this activity together. Two students will be sharing one computer. This is a hands-on experience

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where students try to type in equations to match the point of the graph.

As the partners work through the activity, they get instant feedback on their equations that they try and
type in. As the work through the activity, they are also exploring all parts of vertex form. As they complete
each challenge, they will explore the effects of a, h, and k in the vertex form of a quadratic function. As
partners are working on this, I am walking around the room observing them and stepping in to help where
needed. The names in the screenshots have been anonymized, so they are not actual student names.

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Assessment. This can be observed in the teacher dashboard. When a slide has a correct answer, it will
turn into a checkmark for correct and an "x" for incorrect. The slides with the bullet represent slides that do
not a correct or incorrect answer but shows the students have attempted the slide.

EXPLANATION:

Students will be shown the following graph, https://www.desmos.com/calculator/qrkkfdyw5u. After

completing the previous activity, students should have a good understanding of the effects of a, h, and k in
vertex form. The sliders for a, h, and k can be adjusted, and the students can see the effects of changing
each one on the graph.

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We will go through each slider to make sure students see and understand how each one works, and the
effect is having on the graph of the parabola.

Assessment. Students will be given an exit ticket that asks them to graph, y = -(x+2)2-4

ELABORATION:
Students will be to create a slide show for the vertex form of a quadratic function. They will work together in
the same groups they did when they worked the lesson. The slide show should include the effects of a, h,
and k, the advantages of vertex form, and the disadvantages of vertex form. Here is the class example, link
to class example.

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Assessment. This will be assessed in the evaluation stage of the lesson.
EVALUATION:
Create a checklist or rubric to grade the student created technology product, paying close attention to the
objectives of the lesson.

Here is a checklist that will be used to grade the student created technology product, Link to Google Doc
with Checklist.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

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