ParabolaX

Description: This lesson helps students build upon their previous knowledge of linear functions to begin to develop an understanding of the quadratic function family. Students will gain a visual representation of how the product of two linear functions yields a quadratic function. Learning Goals: I can recognize how a graph will behave when the linear functions that generate the quadratic function are both increasing or both decreasing. I can recognize how a graph will behave when one of the linear functions that generates the quadratic function is increasing and the other is decreasing.

Multiplying Linear Equations

Description: This lesson helps students learn how to create quadratic functions using algebra tiles starting with simple examples and working into more difficult ones. Students will also learn to multiply two linear functions together using the foiling method. Learning Goals: I can recognize what type of equation is the product of two linear functions. I can multiply two linear functions using Algebra Tiles and the foiling method.

Recognizing a Quadratic Function from a Table

Description: This lesson teaches students how to investigate a table of values to determine if the table defines a quadratic function. Students should recognize that a table defines a quadratic function when The first differences of the y-values are increasing at a constant rate with respect to x. The second difference in the y-values are constant. Learning Goals: I can find the first and second differences of the values in a table. I can identify a quadratic function from a table of values using the differences.

Writing Quadratic Equations

Description: This lesson teaches students how changes in a, c, and d affect an equation of the form y = a f(x + c) + d, when f is a function of the quadratic form. Students will graph and make value tables for three sets of equations. In each set, either the a, c, or d value will be varied in order to show the effect of these changes on the graph. Learning Goals: I can recognize how changes in a affect a function of the quadratic form. I can recognize how changes in c affect a function of the quadratic form. I can recognize how changes in d affect a function of the quadratic form.

Recognize a Quadratic Function

Description: We will be looking at ten different note cards, each representing some type of function. We will determine whether or not each of the cards represents a quadratic function. Learning Goals: I can determine if a function is quadratic from a table of values. I can determine if a function is quadratic from a graph. I can determine if a function is quadratic from an equation. I can determine if a function is quadratic from a real life context problem. I can determine if a function is quadratic from a childrens story problem.

Recognize a Quadratic Function

X Y -1 7 0 5 1 7 2 13 3 23

X Y

0 1

1 2

2 9

3 28

4 65

Recognize a Quadratic Function

X Y Y Y -1 7 -2 0 5 2 1 7 6 2 13 10 3 23

X Y

0 1

1 2

2 9

3 28

4 65

Y
Y

Recognize a Quadratic Function

X Y Y Y -1 7 -2 0 5 2 1 7 6 2 13 10 3 23

X Y

0 1

1 2

2 9

3 28

4 65

Y
Y

19

37

Recognize a Quadratic Function

X Y Y Y -1 7 -2 4 0 5 2 4 1 7 6 4 2 13 10 3 23

X Y

0 1

1 2

2 9

3 28

4 65

Y
Y

19

37

Recognize a Quadratic Function

X Y Y Y -1 7 -2 4 0 5 2 4 1 7 6 4 2 13 10 3 23

X Y

0 1

1 2

2 9

3 28

4 65

Y
Y

1
6

7
12

19
18

37

RECOGNIZE A QUADRATIC FUNCTION

RECOGNIZE A QUADRATIC FUNCTION

RECOGNIZE A QUADRATIC FUNCTION

RECOGNIZE A QUADRATIC FUNCTION

RECOGNIZE A QUADRATIC FUNCTION

RECOGNIZE A QUADRATIC FUNCTION

RECOGNIZE A QUADRATIC FUNCTION

In the childrens story 1000 Monsters by Alan Benjamin, each page has 3 sections with head, body, and tail parts of a monster. On the first page we have a head, body, and tail. When we turn to the second page we now have 2 heads, 2 bodies, and 2 tails with which to create different combinations of monsters. With each successive page, a head, a body, and a tail are added to previous combination. Express the number of monsters m that can be created in terms of the number of pages n.

RECOGNIZE A QUADRATIC FUNCTION

In the childrens story 1000 Monsters by Alan Benjamin, each page has 3 sections with head, body, and tail parts of a monster. On the first page we have a head, body, and tail. When we turn to the second page we now have 2 heads, 2 bodies, and 2 tails with which to create different combinations of monsters. With each successive page, a head, a body, and a tail are added to previous combination. Express the number of monsters m that can be created in terms of the number of pages n. X Y Y Y 0 0 1 6 1 1 7 12 2 8 19 18 3 27 37 4 64

RECOGNIZE A QUADRATIC FUNCTION

In the book Alaskas 12 Days of Summer by Pat Chamberlin-Calamar, animals appear one group per pair of pages. The first pair of pages introduces one animal. Each group of animals contains one more animal than the previous group. What is the total number of animals that have accumulated throughout the story by the Nth pair of pages?

RECOGNIZE A QUADRATIC FUNCTION

In the book Alaskas 12 Days of Summer by Pat ChamberlinCalamar, animals appear one group per pair of pages. The first pair of pages introduces one animal. Each group of animals contains one more animal than the previous group. What is the total number of animals that have accumulated throughout the story by the Nth pair of pages? X Y Y Y 1 1 2 1 2 3 3 1 3 6 4 1 4 10 5 5 15

RECOGNIZE A QUADRATIC FUNCTION

During the holiday season, the Virgin Music store wants to create a Christmas tree window display out of CDs. The first tier of the tree would be made by 1 CD, the next by a square of 2 CDs X 2 Cds, the third by a square of 3 CDs X 3CDs, and continue with this pattern until the desired height was reached. Write the total number of CDs needed to create the CD tree that is n CDs tall.

RECOGNIZE A QUADRATIC FUNCTION

During the holiday season, the Virgin Music store wants to create a Christmas tree window display out of CDs. The first tier of the tree would be made by 1 CD, the next by a square of 2 CDs X 2 Cds, the third by a square of 3 CDs X 3CDs, and continue with this pattern until the desired height was reached. Write the total number of CDs needed to create the CD tree that is n CDs tall. We create a table of values for x, the tier number of the CD tree, and y, the number of total CDs needed for the CD tree. Then we use the regression application on our graphing calculator to find the following equation.

RECOGNIZE A QUADRATIC FUNCTION

Four inches of rainwater atop a building with a square, flat roof must be accommodated by a drainage ditch nearby. The drainage ditch is constructed of a 40-inch diameter cement half cylinder. Determine the length, L, of the drainage ditch needed in terms of the length, r, of the roof that the ditch must accommodate.

RECOGNIZE A QUADRATIC FUNCTION

Four inches of rainwater atop a building with a square, flat roof must be accommodated by a drainage ditch nearby. The drainage ditch is constructed of a 40-inch diameter cement half cylinder. Determine the length, L, of the drainage ditch needed in terms of the length, r, of the roof that the ditch must accommodate. We create an equation for the volume of the roof and the volume of the drainage ditch. We know they must accommodate the same amount of rain water. Therefore, we may set them equal to each other and solve for L.

Factoring a Quadratic Function

Description: This lesson helps students build upon their previous knowledge about how Algebra Tiles relate to functions of quadratic form. Students will learn to solve simple quadratic functions that have real roots starting with simple examples and working into more difficult ones. They learn to factor a quadratic function into two linear functions. Learning Goals: I can solve a function of the quadratic form using factoring. I can create equations of the form y =(ax + b)(cx + d) from a given quadratic equation of the form y = ax2 + bx + c.

Real Life Application of Quadratic Functions

Description: Students will work through a set of problems that represent real life situations of quadratic functions. In this lesson, the students will be asked to use their newly acquired knowledge about quadratic functions to solve these problems. Learning Goals: I can interpret a given situation and model a quadratic function about it. I can create and solve quadratic equations that model a given real-life situation.

Ball Bounce Activity

Description: This lesson begins with a Launch activity that demonstrates how the height of the ball (relative to its starting height) as it is thrown can be modeled by a function of the quadratic form. This is followed by an Explore activity in which the students complete the Ball Bounce lab. Learning Goals: I can create a regression equation that models the distance between the ball and the CBR. I can interpret the graph of our regression equation relative to the motion of the ball.

Ball Bounce Activity

We will now separate into three groups. Group 1 will investigate the behavior of the Bouncy Ball. Group 2 will investigate the behavior of the Tennis Ball. Group 3 will investigate the behavior of the Basket Ball.

You will have 8 minutes to complete the activity. Then we will regroup to compile the data and compare what each group found.

Unit Project
Description: For the end of unit project, the students will choose an activity in their own life that can be modeled by a quadratic function. Students are asked to create a presentation showing the data they collected. Learning Goals: I can explain how my activity represents a quadratic function. I can create a formula that models my chosen action. I can explain my findings to the class in an interactive and creative way in a 5 minute presentation.

Reflections
What we have learned about the quadratic function family: How changes in a, c, and d in the equation y = a f( x + c ) + d affect the appearance of the corresponding quadratic graph. When we have a constant second difference in the y-values of a table, the corresponding function is quadratic.

When we multiply two linear functions together, the result will be a quadratic function.

Reflections
What we have learned about how students learn about functions: Students need to be introduced to new concepts using real-life contexts, concrete examples, and visual representations. It is important to ask students questions that provoke them into using prior knowledge and higher levels of Blooms Taxonomy (application, synthesis, evaluation).