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1 HOLY NAMES UNIVERSITY LESSON PLAN Planning Statement Title of Lesson: Graphing Quadratic Functions Grade: 8th Grade

Anticipated Time Frame: 35 minutes Subject Area: Algebra 1 Classroom organization: Whole Class Pair-Share-Partner Independent

Vocabulary: Quadratic Function: A function that can be written in the form y=ax2+bx+c Vertex: The highest or lowest point of a parabola. Axis of Symmetry: The fold or line that divides the parabola into two matching halves Concavity: Tells us if the parabola is increasing or decreasing. Minimum/Maximum: Determines weather the parabola has a highest or lowest point. X-intercepts: Where the parabola crosses the x-axis. Vertical/Horizontal Shift: The direction in which the parabola is shifted. Resources and materials: ELMO Projector Smart Board and Projector Smart Board Software White Boards White Board Markers/Erasers Pencils/Erasers Lined paper Central Focus or Big Idea of Learning Segment: Students will be able to look at a Quadratic Function, and predict what its parabola will look like on a coordinate plane. With this skill, students will be able to correct any major mistakes when graphing parabolas. California Content Standard(s): Algebra 1 21.0: Students graph quadratic function and know that their roots are the x-intercepts. 23.0: Students apply quadratic equations to physical problems, such as the motion of an object under the force of gravity. Common Core Standard: Algebra 1 Mathematics Unit 3 F-IF.7a: Graph linear and quadratic functions and show intercepts, maxima, and minima.

2 Specific Learning Objectives: I will learn that the leading co-efficient (a) of a trinomial will determine the concavity of a parabola. I will learn that the linear term (b) will determine the horizontal shift. I will learn that the constant (c) will determine the vertical shift of a parabola. Prerequisites: Students should be able to: identify terms a, b, and c from the standard form of a quadratic function. Students should also be able to plot points on a coordinate plane. Students should know how to solve algebraic equations. Students should also already know how to graph a linear equation and identify its x and y intercepts. Key ELD Standard(s): Cluster Level Standard

Challenging Academic language and concepts: Identifying terms a, b, and c, can be difficult if the quadratic function is not yet in standard form. Also students get confused when there is a leading coefficient of -1. Access to the curriculum / modifications: The students will begin with a warm up, that will be guided by the teacher. This warm up will be very similar to what will be worked on in class. The students will be able to access their warm up during the lesson. Assessment: The teacher will provide You Trys, for the students to perform on their individual white boards. Students will be given two minutes to graph the parabola, before the teachers asked for boards to be up. If most students get the problem right, than the teacher will briefly go over the problem on the board. If less students get the problem right, the teacher will than go over the problem in more detail. Instructional Sequence Set or introduction: To begin the lesson, the students will take out their b page and attempt their warm up. The teacher will give the students 2 minutes to try and figure out the problem on their own, or with their partner. After 2 minutes the teacher will guide the class through the warm-up, with the help of the students. Students will come up to the board to help the teacher complete the problem, and the teacher explains the work for those students who are still learning.

3 The teacher will than go through the organized binder, where the students keep all of their assignments, notes, and any other class documents. The teacher will read aloud the California State Standards, and the Common Core Standards, that will be worked on in class that day. Using the elmo, the teacher will project the vocabulary words on the board, so that the students can read along with the teacher. After reviewing the standards and vocabulary, the class will begin the activity for the day. The teacher will than instruct the row leaders to grab white board and marker for every one in their rows. Once students have their white board, the teacher will instruct them to use the graphed side of the white board to work out the practice problems. Once students are prepared with their white boards, the teacher will put up a practice problem on the board for the students to work on individually. The teacher will allow the students two minutes to complete the problem individually. Once the two minutes have passed the teacher will asked for all boards to be raised. The teacher will now assess how well the students understand the concept, by seeing how many students got the problem right. If most students get the problem correct, the teacher will quickly review the problem. If the teacher notices that most or half the student did the problem incorrectly, than the teacher will review the problem on the board at a slower and more detailed pace. The teacher will be using both the white board and the smart board to demonstrate the problems to the class. Also if necessary, the teacher will use graph paper on the elmo, to graph the quadratic functions. Students will also be asked to help the teacher demonstrate the practice problems on the board. As students are working on their individual board, the teacher will be walking around to asses their individual learning. Finally, the students will put the boards away, and do one final problem on line paper. The teacher than will collect this practice problem as an exit ticket to further assessment. Developing Content: (Teacher Directed Instruction) TDI Student Learning Tasks: Read Aloud: The teacher will read aloud the State and Common Core Standards, so the students have an idea of what they will be learning in class. Read Along: The students will read the vocabulary words along with the teacher. Independent Practice: Students will work independently on their white boards

4 to practice the problems given by the teacher.

Checks for Understanding / On-going informal assessment: The teacher will ask students to raise their boards, and determine how well the class understands the concept as a whole. The teacher will also ask the students to complete the final practice problem on a sheet of paper; this will be the exit ticket. The teacher will review the exit tickets to check for class understanding. Closure: The teacher will collect the exit tickets, and insure that the students made a full attempt. If students did not complete the problem, they will be asked to stay after school.