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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.