LESSON PLAN

Name: Elise Briseno

Title of lesson: Introduction to the Properties of Quadratics Functions

Date of lesson:

Length of lesson: 45 - 50 minutes

Description of the class:

Name of course: Algebra II

Grade level: 10th

Honors or regular: Honors.

TEKS addressed:

111.33, d, 1, A: For given contexts, the student determines the reasonable domain and range values of quadratic functions, as well as interprets and determines the reasonableness of solutions to quadratic equations and inequalities.

111.33 d, 1, B: The student relates representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions.

I. Overview

Students will use teamwork and communication to understand all the topics that their project will cover. They will better understand plotting and graphing points that are real world related. And become better equated with correctly describing the relationships of the x and y axises.

II. Performance or learner outcomes

Students will be able to:

- list and arrange ideas and concept they have about catapults.

- draw a representation of a water balloon with different axises.

- use and give steps to using a calculator properly

- give a linear regression and quadratic regression equation.

III. Resources, materials and supplies needed

 Student calculators and group folders

IV. Supplementary materials, handouts.

5 Graphing paper sheets for each group

Five-E Organization

Teacher Does Probing Questions Student Does

Engage: -Turn off the classroom lights and show the five minute film titled “Catapults: What do you know?” -Once the film has finished, inform the students that they will be constructing catapults to pelt me the teacher. However, construction comes after learning the basic mathematics behind the catapults, starting with quadratic functions. The engagement should take ten minutes.

-Ask the students to sit in their pre-assigned group members of four people. -Ask the students to list on graph paper all ideas and concepts (mathematically and others) and the list should have at minimum ten topics. -Ask students to then list their topics in order of most important to least important. -After the students have arranged their list, ask them to place the list in their pre-assigned group folders (the groups are formed into mixed ability students that will be most productive – we will know who these students are since this project will be at the end of the semester) that will be kept in the classroom for my assessment of their progress.

-The students in their groups write their names on the graphing paper and construct their list. -The group members then discuss the importance of each of their topics and arrange them in order. -After completing the list the students turn in their group work.

Explore and Explain:  The students return to their groups and get out another sheet of graphing paper. The exploration and explanation should take twenty- five minutes.

-The students are then asked to develop what they believe the graphs of the water balloon being thrown should look like on the graph paper. Making sure to label the axis. One graph should be distance versus time and the other should be distance versus height. -The students are asked to write down a group explanation of both graph and why and how they are different from each other. -Ask students to identify the domain and range of the graph. -Their explanations need to be organized because I will ask the groups to explain to the class.

-The students design a graph that has time on the x-axis (horizontally) and distance on the y-axis (vertically). The graph should be a linear representation. Since students should have the basic skills of plotting coordinates, they should not have a terribly hard time doing such activity. -The students design a graph that has distance on the x-axis and height on the y-axis. The graph should be a quadratic representation, in particular a parabolic graphing. -The students discuss and write up their explanation to why one graph is linear and the other is not. -The students then make they presentations to the entire class.

Extend / Elaborate: Show the students a list of x and y values that best represent the linear path. The extension and elaboration should take ten to fifteen minutes.

-Ask students to individually create a graph on graph paper that is properly labeled and shows all the coordinate pairs. The graph should best represent the given x and y values described in the section to the left. -Ask them to draw a straight line from one point to the next. -Given their calculators, show the students how to create a list and plot the points. -Show the students how to find the line regression or the best-fit line. -Have students write down the steps and explanation to what they are doing.

-The students should be able to draw and plot points on the graph paper. -The students should be able to follow directions and explain them in a written paragraph.

Evaluate: -Give the students a list of x and y values that best represents the path of an object being thrown by a catapult. As homework the students should write down the steps they go through the list, plot, and find a best-fit line to the points. -The evaluation is on going process at each step so that is how I assess the students’ knowledge.

-Have the students try to find the best-fit curve. The students may use calculators and may work together, but must have an individual paper to turn in.

-Students complete assignment with detailed instructions and explanation at home to discuss the next day.

Percent effort each team member contributed to this lesson plan:

___%___ ____Name of group member_____________________

___%___ ____Name of group member_____________________