Quadratic Unit

Non-Linear Relationships:
Quadratics
9th grade Algebra 1 15 days 55 minutes per day
Jessica Kim
Aaron Dorman Lauren Badilla Andrew Chen
Grade: 9th Subject: Algebra I Time of Instruction: 15 days 55 minutes per day Instructors: Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim Common Core Standards Addressed: Higher Mathematics Section: N-CN 7, A-SSE 3a, A-SSE 3b, A-REI 4, A-REI 4a,b, A-REI 7 A SSE - Seeing Structure in Expressions Write expressions in equivalent forms to solve problems. 3. a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. A REI Reasoning with Equations and Inequalities 4. Solve quadratic equations in one variable. a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form(x p) = q that has the same solutions. Derive the quadratic formula from this form. b. Solve quadratic equations by inspection (e.g., for x = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a bi for real numbers a andb.
2 2
7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. Mathematical Practices Addressed: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Unit Objectives: Students will be able to solve quadratics by using the quadratic formula, factoring, graphing, completing the square, and using square root with 90% accuracy. Unit Overview: Students will be able to describe the characteristics of quadratic functions and apply them to real life problems.
Quadratics Unit Rationale
A.The commercially-produced textbook provides concrete examples and steps to solve them. We use these examples and lay out the steps using visual representation and interactive demonstration to help engage the students and encourage them to think critically as they develop their own reasoning. Each lesson plan fulfills the Common Core State Standards required from us. We develop our objectives with these standards in mind and structure our lessons to achieve these goals. Students in school are constantly fighting boredom and desire interaction in the classrooms. Our lessons engage our students and require them to interact as part of the group or the class to achieve our lesson goals. We provide opportunities for the students to share their ideas and work together to solve quadratic equations. Since we know the students are different types of learners, we provide different ways to solve and represent quadratic equations.
B.One of the only reasons that students enjoy school is the fact that they can see their friends and interact with them. Unfortunately, this joy is rarely achieved in the classroom with mundane direct instruction and life-less lessons requiring little to no student involvement. They yearn to experience the same joy inside the classroom. Our Unit meets these needs providing engaging lesson plans that require students to interact and develop their own critical reasoning of mathematical concepts.
C.Our unit addresses the needs of English learners and struggling readers as our lessons are represented orally, visually, and demonstrated. This provides different paths of understanding for every student. The majority of our lessons involve working in groups which also provides more support for the students.Our lessons include scaffolding techniques, vocabulary practice, and interactive activities that will give English learners and struggling readers the steps to keep up with the content.
Concept Map for Quadratics Unit

Functions Vocabulary: Vertex, axis of symmetry
Linear Functions Changing Rates Exponents
Coordinate Plane, intercepts
Maximizing & Minimizing Problems
Modeling Nonlinear Relationships (Quadratics)
Graphing
Standard Form: ax2+bx+c
Applications
Binomial Trinomial
Solving Algebraically
Quadratic Formula
Thrown Object h(t)=-16t2+vot+ho Zero Product Property
Completing the Square Factoring Square Roots Property
Difference of Squares
Concept Map Explanation For the students to develop a meaningful understanding of quadratic functions, we must tap in to their prior knowledge. First and foremost, their experience with linear functions provides a background with which to compare and contrast quadratic functions. Students must be comfortable with the procedures of exponents. When graphing quadratics, students will need to learn the geometric characters of a parabola and draw upon their prior knowledge of the coordinate plane. Students will use the zero products property to apply their skills of factoring to algebraically solve quadratics. They will use their knowledge about square roots as a basis for solving by square roots, which will provide them with the knowledge to solve by completing the square and use the quadratic formula. Students will apply their skills learned in this chapter to solve problems about thrown objects, maximization, and minimization problems.
Quadratics
Mon
1 Introduction to parabolas and their graphs
Tue
2 Graphing parabolas in standard form
Wed
3 Solving Quadratics by Factoring Factoring Foldable
Thu
4 Solving Quadratics by Factoring Worksheet on different methods of factoring
Fri
5 Solving Quadratics by Graphing Worksheet on factoring and graphing quadratic equation
6 7 Quiz: Solving Quadratics by Solving Quadratics Factoring and Graphing By Square Root Property Partner worksheet square roots
8 Partner Worksheet wrap-up Visual Representation lesson Completing the square.
9 Solving Quadratics By completing the Square worksheet understanding completing square
10 Quiz: Solving Quadratics Completing the Square and Square Roots.
11 Introducing the Quadratic Formula Video Short Story
12 Using the Quadratic Formula Activity: Matching Quadratic Equations to Graphs
13 14 Summative Assessment: Summative Assessment: Angry Introducing the Angry Birds Project Birds Project Work on Project
15 Summative Assessment: Angry Birds Project Presentations
Created with WinCalendar Calendar Maker
Download: 2013 Calendar Template, 2014 Calendar Template
Lesson Logs Day 1: Introduction to parabolas and their graphs I will introduce students to the concept of parabola shape by showing them several examples (trajectories, arches, a slice of a satellite dish). The students will be introduced to the function = 2 . I will guide them through an activity where they make a chart and pick values of x and find the values for y. They will plot points, and once enough points have been plotted, the students will sketch the shape of the graph. I will lead a discussion around the characteristics of a parabola, and tell students the names of the vertex, the axis of symmetry, and the x- and y-intercepts. parabola), and equations in the form = 2 + (have students predict how changing c will affect the graph. I
I will guide the students through several other examples: = 2 (to discuss the opening of the
how to quickly find the axis of symmetry using the formula2 . I will show them how to find the vertex and find 4 other points to sketch the graph. The students will practice individually to graph several similar parabolas. Day 2: Graphing parabolas in the form = 2 + +
will have students graph = 2 + + (where b and c are small integers) using a table. I will show students
like if a was 100? If a was 1/100?

1
does changing the coefficient of the = 2 term change the shape of the graph? What would the graph look
1
Students will identify the characteristics of the parabola. I will overlay a graph of = 2 2 and = 2 . How 2
I will introduce the standard form for the equation of a parabola. I will review the graphs of = 2 .
1
the equations into categories. Once they have done that, I will tell them that the categories are a is positive, a is relative shape of the graphs. They will predict the widest and narrowest graphs. After making these predictions, the students will graph each equation on a separate graph, overlaying the graph of y = x 2 . They will check their work with a graphic calculator. Once all functions are graphed, they will compare them to the predictions they made. Students will revise their predictions if necessary. Day 3: Quadratics by Factoring Zero Product Property I will write a question on the white board, What is the definition of factoring? Students will discuss in their small groups and share their response amongst one another. I will ask each group to give me their definition of factoring and to give me an example. I will emphasize that one of the benefits of factoring is that negative, |a| < 1. Once students have recategorized the equations, they must make predictions about the
1, y = 10x 2 + 4 4, y = x 2 2 , y = x 2 , y = x 2 + 5, y = 4x 2 3 , y = 0.1x 2 . First, they must divide 2 5
Students will be divided into groups and given a worksheet with several equations: y = x 2 + 2, y = 2x 2 + +
we can find the roots of the quadratic equation, where the equation is zero. All we need to do, after factoring, is to find where each of the two factors become zero. In order for each student to understand the different steps for factoring, the class will be making Factoring Foldable that will be used as a graphic organizer. The different types of factoring are Greatest Common Factor, Trinomial Factor ( 2 + + ), Trinomial Factor ( 2 + + ), Difference of Squares ( 2 + 2 ), and Perfect Squares (2 + 2 + 2 ). Each foldable will have a definition and the steps on how to
factor that will be written on the white board. There will be a different colored paper for each type of factoring so students are able to differentiate them. If there is not enough room on the front page, students are able to write in the back of the page for additional information. Day 4: Solving Quadratics by Factoring Day 2 Each student will pull out their Factoring Foldable and we will go over each type of factoring as a class. This is to ensure that each student has finished their foldable and it is legible. A worksheet will be passed out showing a variety of methods to factoring trinomials. A variety of methods are given to the students because there are students that learned how to factor in different ways. One of the methods is to fill in the blanks to the question. For example, factor 2 + 7 + 10. What are the two factors of ____ that add to ____? They are ___ and ___. The answer is (x )(x ). Another method is the box method of factoring where students draw a box with four squares. The last method is the x-box method where students draw an x to find the factors and transfer the information to a box with four squares. This last method is helpful when you are trying to factor trinomials where the leading coefficient is greater than one. This worksheet will be another graphic organizer for students to keep in their folder. Day 5: Solving by graphing In the beginning of class, students will review how to factor quadratic equations. I will emphasize that this is important because the number of factors will determine what type of solution we have for our graph. If we have two factors, then there will be two points that cross the x-axis and there will be two solutions. If we have one factor, then there will be one point on the x-axis and there will be one solution. If the quadratic does not factor, then we have no solution. A worksheet will be given where students will need to determine the number of solutions, find the roots on the x-axis by factoring, vertex and axis of symmetry using the equation = groups. Depending on the class, if students are still struggling in graphing the quadratic equation I will tell the students
2
and the y-intercept when x = 0. The first two problems will be done as a class and the rest will be done in
to graph the equations using the long method. The long method is: (1) Make an x, y table, (2) Choose values for x, (3) Use substitution to find y, and (4) Plot and connect the points. Once students see the connections, I will ask students to use the different formulas to graph the quadratic equations. Day 6: Solving Quadratics by Square Roots This day will include a short lecture and an activity that access prior knowledge of square roots. We will begin the lesson by first assessing the students prior knowledge. They will be asked What is the square root of 36? Several questions will be asked changing the numbers ensuring they are perfect squares. These oral questions will be accompanied by writing on the board, document scanner, or smart board. Then, the students will tackle harder questions like What is the square root of 21? Students will Turn n Talk (TNT) with each other comparing their written answers with work to their neighbor. The answers will be given orally and written on the board after ample amount of time for each question is given. After evidence of strong knowledge of square roots, I will draw their attention to the board and introduce the new method of solving quadratic equations. A first example will be something like (x+2)2 8=0. I will write out a proposed solution of solving by factoring that they learned a few days earlier. I will introduce the new method by asking the students if they would like to learn a new method that involves less work the square root method. I will provide a few examples of varying quadratics equations and solving them with questioning strategies. We will then proceed to the partner activity. Partners work side by side with different, but similar worksheets. Partner A has all of Partner B's answers on the back of his or her worksheet. Partner B has all of Partner A's answers on the back of his or her worksheet. Partners work one problem at a time on their own worksheet, and then check each other's answers. They will work one problem at a time tackling the similar problems together and on their own as each consecutive problem on worksheet A is similar to the consecutive problem on worksheet B. This partner practice is important because it engages them and allows them to help each other with their work. This allows me to facilitate instead of just teaching. Day 7-8: Solving Quadratics by Completing the Square The students will be introduced the term completing the square. We will work with the literal meaning of completing the square using manipulatives and premade worksheets for them to fill out. First I will write a quadratic equation that we are unable to solve by factoring or the square root method from the previous lessons such as x2+4x+5=0. I will have them attempt to solve the equation with their prior knowledge and theyll get something like this x(x+4)=-5 and either get stumped or try to use a -5 property (zero property) that doesnt exist. I will then demonstrate how we can using a visual representation the left side of the equation allow
them to see that we are actually making the square to help us with this problem. I will have them come up with a solution to make a complete square with given set of tiles and demonstrate either on a document scanner or power point slides. Students will then turn to their worksheets as I go through several examples following my lead and having them fill in the missing numbers/variables that complete the square on the worksheet. After several examples, the students will be asked if they can see and pattern with the missing square piece. They will see that the missing piece is (b/2)2. They will fill out the rest of the worksheet as in class assignment in groups and discuss with each other their results. Several of the ending problems will have no squares to fill out as they solve problems without any visual representations with the group. We will go over our answers as class at the end.
Days 10-11: Quadratic Formula (2-Day Lesson) During this lesson the students will be introduced to the quadratic formula. Students will be using their prior knowledge to help them connect completing the square to the quadratic formula. The students will be comparing, step-by-step, a quadratic equation (2x+4x+6=0) to the quadratic equation (ax+bx+c=0). Through prior knowledge of completing the square, the students will gain an understanding of where the quadratic formula came from. After deriving the quadratic formula, the teacher will explain why the quadratic formula is important, and how it can be useful. For example, when a quadratic equation cannot be factored or doesnt factor nicely, they can always use the quadratic formula to find the roots of an equation. Students will then listen, learn, and practice a short story that will help them remember the quadratic formula. The story is three sentences long, easy to learn, fun and relatable. If they want, the students can also create their own way of memorizing the quadratic formula. Once they learn the quadratic formula, the students will be given simple steps to write down, use, and refer back to when using the quadratic formula to solve a quadratic equation. I will solve a quadratic equation with the class and use the quadratic formula and the steps to guide them through the problem and relate the equation to a graph. After I go over an example with the whole class, I will introduce a matching activity to the students. The students will be put into pairs and given 8 quadratic equations and 8 graphs. They will be asked to use the quadratic formula and steps they learned to solve each quadratic equation. After the students solve and find the roots of the equation, each pair will match the equation to the correct graph. To complete the lesson, the students will be given a ticket-out-the door quadratic equation. The students will be asked to solve the equation on their own and find the roots. When students are done, they will turn in the ticket-out-the-door before they leave class.
Days 12, 13, 14: Summative Assessment: Angry Birds Project (3-Day Assessment) I will introduce the Angry Birds Project and explain how the flight paths of the birds can be modeled with a parabola. For students who have never heard of Angry Birds, I will give a brief background story of the game and how it works. Students will be placed in groups of four. Each group will receive written instructions, a rubric checklist for the poster and presentation, and data for each bird. Each group will receive and present different data. There are four birds and each student in the group will be assigned a bird. Each bird comes with different information that will help the student discover each birds flight path. For example, each bird will either come with a graph, coordinate points, a table, or a quadratic equation. Each student will be asked to find the height and distance their bird flew, and at the end come together and find out which bird flew the highest or furthest in the group. Each group will also be given pigs at specific points on a coordinate plane, and the students will have to discuss which bird hits the pig. After each student gathers their information, each group will work together and create a poster to present their information to the class. Each poster will have individual information and graph for each bird, as well as a big labeled graph with every bird and pig on it. After the project is introduced and all questions are answered, students will get in their groups and start working. They will be given the time and tools to complete the project in class. On day 2, the students will use the whole class time to continue working on their project. I will walk around and make sure all groups are on the right track. When their poster is complete, the groups will discuss how they will present their poster to the class. On day 3, each group will present their posters to the class. Each student will present their own birds information and graph. After every group has presented, they will be asked to write a one page reflection about the Angry Birds Project. In the reflection they will write about what they learned during the project, what went well and not so well with the project, and how they would improve the project.
SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT
Revised August 2013
UNIT TITLE Quadratics CANDIDATE: Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim SCHOOL EQUIPMENT/MATERIALS Projector, white board, Geogebra software SUBJECT Algebra 1
LESSON TITLE Introduction to Parabolas and their graphs DAY 1 PERIOD GRADE ROOM
CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY AND PROVIDE SUMMARY OF WHO WILL DO WHAT)
ONE TEACH, ONE OBSERVE SUPPLEMENTAL TEACHING ONE TEACH, ONE ASSIST DIFFERENTIATED TEACHING STATION TEACHING TEAM TEACHING PARALLEL TEACHING NOT APPLICABLE
SUMMARY The teacher will introduce the parabola using real life examples. Students will graph basic parabolas using a table to pick points. The class will discuss the characteristics of a parabola using their own language, and the teacher will introduce the correct terms. The students will graph and have students graph basic parabolas such as = 2 , = 2 + , = 2 + + . The teacher will show students how to find the axis of symmetry and graph using the vertex and four other points. INSTRUCTIONAL STRATEGIES PLANNED(CHECK/CIRCLE ALL BELOW THAT APPLY; CLICK ON LINK TO LEARN MORE ABOUT STRATEGY)
Direct Instruction(Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions, Demonstrations, Guided & Shared-- reading, listening, viewing, thinking Interactive Instruction ( Debates , Role Playing , Panels , Brainstorming , Peer Partner Learning , Discussion , Laboratory Groups , Think, Pair, Share , Cooperative Learning Groups , Jigsaw , Problem Solving , Structured Controversy , Tutorial Groups , Interviewing , Conferencing Indirect Instruction (Problem Solving , Case Studies, Reading for Meaning , Inquiry, Reflective Discussion , Writing to Inform , Concept Formation , Concept Mapping , Concept Attainment , Cloze Procedure Independent Study (Essays, Computer Assisted Instruction , Journals , Learning Logs , Reports , Learning Activity Packages , Homework , Research Projects , Assigned Questions Experiential Learning (Field Trips, Narratives , Conducting Experiments , Simulations, Games , Storytelling , Focused Imaging , Field Observation, Role-playing , Synetics , Model Building (FromInstructional Strategies Online,Saskatoon Public Schools, 2004-2006.) 1 BEHAVIORAL OBJECTIVE(S) OF LESSON (WHAT WILL STUDENTS BE ABLE TO DO? SHOW CORRELATION TO STATE CONTENT STANDARDS)
Students will be able to graph parabolas in the form = 2 + + , identify the vertex, axis of symmetry, and x- and yintercepts.
Content
2 STANDARDS:
Algebra 1 : 21.0 Students graph quadratic functions and know that their roots are the x-intercepts.
Common Core
Algebra 1 F IF 7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. Listening/Speaking Early Advanced: Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. (Intermediate or Advanced)
ELD
3 LESSON INTRODUCTION/ANTICIPATORY SET (THIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES CONNECTING TO PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIENCES AND INTERESTSITS A HOOK):
TIME:
TEACHER(S):
STUDENTS:
5 MIN
The teacher will project several real life examples of Students will participate in discussion and respond with their parabolas on the screen: the arc of a thrown answers about the images on the screen. basketball, a cross-section of a satellite dish, The St. Louis Arch. The teacher will ask students What do you notice about these three images? What do they have in common? Where else would you see this shape? What is this shape called?
4 BODY OF LESSON /STUDENT LEARNING ACTIVITIES (PROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING) 10 MIN
TIME:
1.
5 MIN
2.
10 MIN
3.
5 MIN
4.
10 MIN
5.
TEACHER(S): The teacher will project the graph of = 2 . The teacher will ask students to think-pair-share on what they notice about the shape. How would you describe this shape? Does it have any interesting features? (possible responses: symmetry, it has a bottom/corner, it goes up forever) As students share, the teacher will write their comments on the shape. As students share about the axis of symmetry, the vertex, and the intercepts, the teacher will tell them the formal language of the parabola. The teacher will show the equation = 2 on the screen. Students will think-pair-share to predict what the shape of the graph will be. The teacher will project = 2 on the screen over the graph of = 2 .Was your prediction right? Why or why not? The teacher will remind them of the standard form a quadratic is = 2 + + . Complete this sentence: If a is negative, then the parabola is ____. The teacher will use a x/y table to pick points and sketch the graph of = 2 + 4. The teacher will then give students the following equations to graph in pairs: = 2 3, = 2 + 1, = 2 + 10, = 2 1. The students must pick at least five points in their tables. Students will then answer the following question: What does changing the value of c do to the shape of graph? The teacher will project = 2 + 4 . Now we are adding in the middle term the bx term. Changing c translated the graph up or down. What do you think changing b will do to the graph? The teacher will pick points to sketch the graph of the shape. What do you notice about this graph? (It shifted to the left.) How do you think we could shift the graph to the right instead? (Change b to negative.) Now youll notice that picking points can take a long time. What happens when we dont pick points near the vertex? There is a fast way to find the vertex. You use the formula = to 2 find the axis of symmetry. The teacher will project the example from the last activity and have a student point out the axis of symmetry. The teacher will model how to use the formula to confirm thats where the axis of symmetry is. Now that weve found the axis of symmetry, how can we use that to find the vertex? Since the vertex lies on the axis of symmetry, we will use that as the first point in our x/y chart. Then we will pick two points on the left of the vertex and two points on the right. The teacher will model picking points and sketching the graph. TEACHER(S):
1. 2.
3.
4. 5.
STUDENTS: Students will think-pair-share about the characteristics of the parabola shape. They will share their answers. Students will think-pair-share to predict the shape of the given equation. Students will critique their prediction once the graph is displayed. Students will take notes on the effects of making a negative. Students will take notes on the teacher graphing, and will graph four equations in pairs. Students will brainstorm together how changing the value of c changes the shape of the graph. Students will participate in discussion. The students will copy the graph and table of the teachers. Students will complete the sentence Changing the value of bwill ___________. The students will show where the axis of symmetry is. They will follow along and take notes on using the formula to find the axis of symmetry. They will fill out the table and graph along with the teacher.
5 LESSON CLOSURE (HOW WILL YOU HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED?)
TIME:
STUDENTS:
5 MIN
The teacher will project four parabolas on the screen. For your exit slip, please tell me which parabola can be represented by the equation = 2 4 .
Students will write their answer on a slip of paper and hand it to the teacher as they exit the class.
6a
PREPARATION /MOTIVATION
SIOP MODEL STRATEGIES INCORPORATED (FROM THE SIOP INSTITUTE, PEARSON ACHIEVEMENT SOLUTIONS, 2005):
Adaptation of Content Link to Background Link to Prior Learning Identify Key Vocabulary COMMUNICATION PROCESSES _X_ Reading ___ Writing _X_ Speaking _X_ Listening
___ _X_ _X_ _X_
_X_ Modeling in Multiple Ways _X_ Wait Time ___ Communication ___ Comprehensible Input APPLICATION/REPRESENTATION ___ Hands-on _X_ Meaningful _X_ Linked to objectives _X_ Promotes engagement
SCAFFOLDING
_X_ Whole Class ___ Small Groups _X_ Partners _X_ Independent ASSESSMENT W/ FEEDBACK _X_ Individual ___ Group ___ Written _X_ Oral
GROUPING
6B ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT): CHECK ALL THAT APPLY AND SUMMARIZE) X ENGLISH LEARNERS XSTRIVINGREADERS X RESOURCE STUDENTS (IEP)
English Learners: Students will be provided with a math glossary of the key academic language for this unit. Directions will be given in multiple ways.
X ADVANCED STUDENTS
Striving Readers: Different graphic organizers will be available to students to organize information and their ideas for simple access. Resource Students: Teacher will adhere to the IEP. Advanced Students: Additional worksheets will be provided for them.

LESSON PLAN FORMAT
Revised August 2013
UNIT TITLE Quadratics CANDIDATE: Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim SCHOOL SUBJECT Algebra 1
LESSON TITLE Graphing Parabolas in Standard Form DAY 2 PERIOD GRADE ROOM
EQUIPMENT/MATERIALS Projector, white board, Geogebra software, class set of graphing calculators
SUMMARY STUDENTS WILL COMPARE DIFFERENT EQUATIONS OF PARABOLAS AND PREDICT WHAT THEIR WIDTH WILL BE BY LOOKING AT THE VALUE OF A. STUDENTS WILL INSTRUCTIONAL STRATEGIES PLANNED(CHECK/CIRCLE ALL BELOW THAT APPLY; CLICK ON LINK TO LEARN MORE ABOUT STRATEGY)
Students will be able to graph parabolas in the form = 2 + + using =

2 STANDARDS:
Content
to find the axis of symmetry.
Algebra 1 : 21.0 Students graph quadratic functions and know that their roots are the x-intercepts.
Common Core
Algebra 1 F IF 7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. Listening/Speaking Early Advanced: Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. (Intermediate or Advanced)
ELD
TIME:
TEACHER(S):
STUDENTS:
5 MIN
Teacher will display an image of a basketballs trajectory. The teacher will overlay different the path of a basketball that is shot from two other distances one farther and one closer. The teacher will ask the students how the parabolas differ. Today we will learn how to make parabolas with different lengths.
Students will participate in class discussion on the parabolas of the basketball trajectories. Students will discuss how it might be possible to change a parabola to be more or less wide.
4 BODY OF LESSON /STUDENT LEARNING ACTIVITIES (PROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING) 5MIN
TIME:
1.
15 MIN
2.
TEACHER(S): The teacher will display the graph of = 2 on 1. the projector, and two unlabeled graphs (the 1 graphs of = 2 2 = 2 2 ) and ask the students what the equation of the graph might 2. look. Then, the teacher will display the two equations and have students think-pair-share on which graph goes with which equation. Once students have shared, the teacher will pose the 3. question What would the graph look like if a was 100? 1/100? The teacher will hand out a worksheet that includes 8 equations: y = x 2 + 2, y = 2x 2 + + 1 1, y = 10x 2 + 4 4, y = 2 x 2 2, y = x 2 , y = x 2 + 5, y = 4x 2 3 , y = 0.1x 2 . The teacher will explain that the students will use these 8 equations to learn more about parabolas. The teacher will monitor their progress as students sort the equations into groups. After students have shared their categories, the teacher will tell them to sort them into categories based on the value of a. The teacher will hand out a paper with 8 sets of graphs on them. The students will graph each equation separately and then compare it to the graph of = 2 . The teacher will monitor each groups progress and remind them, if need be, how to graph parabolas using the method we learned yesterday. The teacher will use the above example to model how to compare the two graphs and write a sentence that expresses their differences. Students will receive one graphing calculator per group and instructions on how to use it to graph.
5 1
STUDENTS: Students will predict what the equation of each graph will be. Students will then think-pair-share about matching the equation to the graphs. Students must provide justification. Students will split into groups. First, each group must sort the equations into categories of their choosing. Students will then share their categories with the class. Students will graph each equation on the graph worksheet and write how each one differs from = 2 . They will work in groups and check their graphs using a graphing calculator.
20 MIN
3.
TIME:
5 MIN
TEACHER(S): STUDENTS: The teacher will display the three basketball arcs Students will write their proposed possible equations for from the introduction. The teacher will say, The the two basketball arcs on an exit slip and hand it to the middle arc is represented by the graph = 2 . teacher on the way out the door. What is a possible equation for the longer basketball shot? The shorter basketball shot?
6a
Adaptation of Content Link to Background Link to Prior Learning Identify Key Vocabulary COMMUNICATION PROCESSES _X_ Reading ___ Writing _X_ Speaking _X_ Listening
___ _X_ _X_ _X_
_X_ Modeling in Multiple Ways _X_ Wait Time ___ Communication ___ Comprehensible Input APPLICATION/REPRESENTATION ___ Hands-on _X_ Meaningful _X_ Linked to objectives _X_ Promotes engagement
SCAFFOLDING
_X_ Whole Class ___ Small Groups _X_ Partners _X_ Independent ASSESSMENT W/ FEEDBACK _X_ Individual ___ Group ___ Written _X_ Oral
GROUPING
6B ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT): CHECK ALL THAT APPLY AND SUMMARIZE) X ENGLISH LEARNERS XSTRIVINGREADERS X RESOURCE STUDENTS (IEP)
English Learners: Students will be provided with a math glossary of the key academic language for this unit. Directions will be given in multiple ways.
X ADVANCED STUDENTS
Striving Readers: Different graphic organizers will be available to students to organize information and their ideas for simple access. Resource Students: Teacher will adhere to the IEP. Advanced Students: Additional worksheets will be provided for them.

LESSON PLAN FORMAT
Revised August 2013
UNIT TITLE Quadratics CANDIDATE: Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim SCHOOL SUBJECT Mathematics
LESSON TITLE Solving Quadratics by Factoring Zero Product Property DAY Day 3 PERIOD GRADE th 9 Grade ROOM
EQUIPMENT/MATERIALS Laptop, projector, marker, pen, pencil, graph paper, calculator
SUMMARY Students will make Factoring Foldable that will be used as a graphic organizer. Students will learn different types of factoring such as Greatest Common Factor ( Squares ( ), Trinomial Factor ( ). ), Trinomial Factor ( ), Difference of ), and Perfect Squares (
INSTRUCTIONAL STRATEGIES PLANNED (CHECK/CIRCLE ALL BELOW THAT APPLY; CLICK ON LINK TO LEARN MORE ABOUT STRATEGY)
Direct Instruction (Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions, Demonstrations, Guided & Shared-- reading, listening, viewing, thinking Interactive Instruction ( Debates , Role Playing , Panels , Brainstorming , Peer Partner Learning , Discussion , Laboratory Groups , Think, Pair, Share , Cooperative Learning Groups , Jigsaw , Problem Solving , Structured Controversy , Tutorial Groups , Interviewing , Conferencing Indirect Instruction (Problem Solving , Case Studies, Reading for Meaning , Inquiry, Reflective Discussion , Writing to Inform , Concept Formation , Concept Mapping , Concept Attainment , Cloze Procedure Independent Study (Essays, Computer Assisted Instruction , Journals , Learning Logs , Reports , Learning Activity Packages , Homework , Research Projects , Assigned Questions Experiential Learning (Field Trips, Narratives , Conducting Experiments , Simulations, Games , Storytelling , Focused Imaging , Field Observation, Role-playing , Synetics , Model Building (From Instructional Strategies Online, Saskatoon Public Schools, 2004-2006.) 1 BEHAVIORAL OBJECTIVE(S) OF LESSON (WHAT WILL STUDENTS BE ABLE TO DO? SHOW CORRELATION TO STATE CONTENT STANDARDS)
Students will be able to factor different types of quadratic equations without using a calculator with 90% accuracy.
2 STANDARDS:
Content
Algebra I 14.0 Students solve a quadratic equation by factoring or completing the square.
Common Core
CCSS.Math.Content.HSA-SSE.B.3a Factor a quadratic expression to reveal the zeros of the function it defines.
TIME: 5 MINUTES
TEACHER(S): STUDENTS: 1. The teacher will greet students at the door, and 1. The students will come into the classroom and take out ask them to take out their homework to be stamped. their homework to be stamped.
2. The teacher will read the objective and let the students know what they will be doing today in class. A question will be written on the white board, What is the definition of factoring? The teacher will read it out loud and students will discuss this in their small groups. After a minute, the teacher will ask each group to give their definition of factoring and an example. The teacher will emphasize that one of the benefits of factoring is that we can find the roots of the quadratic equation, where the equation is zero.
2. The students will listen as the teacher reads the objective and tells the students what they will be doing in class. The teacher will read the question on the board and the students will discuss this in their small group. After a minute, the teacher will call on each group to give their definition and an example.
4 BODY OF LESSON /STUDENT LEARNING ACTIVITIES (PROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING)
TIME: TEACHER(S): 45 MINUTES 1. In order for each student to understand the different steps of factoring, the class will be making Factoring Foldable that will be used as a graphic organizer. The different types of factoring are Greatest Common Factor, Trinomial Factor ( ( ( ( ), Trinomial Factor ), Difference of Squares ), and Perfect Squares )
STUDENTS: 1. The students will be making Factoring Foldable that will be used as a graphic organizer. Each student will get six different colored papers that is pre-cut and stapled. The teacher will project each step and the students will follow along. If students have any questions or concerns, they will raise their hand the teacher will call on them accordingly. The students will be able to use this graphic organizer for tests, quizzes, and homework. Each type of factoring will have a definition and the steps on how to factor. If there is not enough room on the front page, the students are able to write in the back of the page for additional information.
Each student will get six different colored papers that is pre-cut and stapled. The teacher will project each step and the students will follow along. If students have any questions or concerns, they will raise their hand the teacher will call on them accordingly. The students will be able to use this graphic organizer for tests, quizzes, and homework. Each type of factoring will have a definition and the steps on how to factor. If there is not enough room on the front page, the students are able to write in the back of the page for additional information. As the students are writing in their foldable, the teacher will walk around the classroom and give informal assessments. The teacher will write down notes and observe which students are following along and which students are not.
TIME:
TEACHER(S):
STUDENTS:
5 MINUTES
1. The teacher will go back to the board and will ask the question again, What is the definition of factoring? The students will discuss in their small groups and share their response amongst one another. The teacher will call on each group and see if any of the students came up with a new or different definition on factoring and an example.
1. The students will discuss in their small groups and share their response amongst one another. Each group will be asked if they came up with a new or different definition on factoring and an example.
2. The teacher will go over the five different types of 2. The students will listen as the teacher goes over the five factoring and highlight that the students can find the different types of factoring and highlight that the students roots of the quadratic equation by factoring, where can find the roots of the quadratic equation by factoring, the equation is zero. where the equation is zero.
6a
PREPARATION /MOTIVATION SCAFFOLDING GROUPING
Adaptation of Content Link to Background Link to Prior Learning Identify Key Vocabulary COMMUNICATION PROCESSES _x_ Reading _x_ Writing _x_ Speaking _x_ Listening
_x_ _x_ _x_ _x_
_x_ Modeling in Multiple Ways ___ Wait Time _x_ Communication ___ Comprehensible Input APPLICATION/REPRESENTATION _x_ Hands-on _x_ Meaningful _x_ Linked to objectives _x_ Promotes engagement
_x_ Whole Class _x_ Small Groups ___ Partners ___ Independent ASSESSMENT W/ FEEDBACK ___ Individual _x_ Group ___ Written ___ Oral
6B ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT): CHECK ALL THAT APPLY AND SUMMARIZE) ENGLISH LEARNERS STRIVING READERS RESOURCE STUDENTS (IEP)
English Learners: Directions will be given in different ways for English Learners to understand. Students are encouraged to use their white board for vocabulary and to help organize their thoughts and scaffolding. Striving Readers: Different graphic organizers will be available to students to organize information and their ideas for simple access. Resource Students: Teacher will adhere to the IEP. Advanced Students: Additional worksheets will be provided for them.
ADVANCED STUDENTS

LESSON PLAN FORMAT
Revised August 2013
LESSON TITLE Solving Quadratics by Factoring DAY Day 4 PERIOD GRADE th 9 Grade ROOM
EQUIPMENT/MATERIALS Laptop, projector, marker, pen, pencil, graph paper, calculator
SUMMARY Students will be able to use their Factoring Foldable while they are working on their worksheet. The worksheet will provide different methods in factoring quadratic equations. This worksheet will be another graphic organizer for students to use for future references. INSTRUCTIONAL STRATEGIES PLANNED (CHECK/CIRCLE ALL BELOW THAT APPLY; CLICK ON LINK TO LEARN MORE ABOUT STRATEGY)
Students will be able to factor different types of quadratic equations without using a calculator with 90% accuracy.
2 STANDARDS:
Content
Algebra I 14.0 Students solve a quadratic equation by factoring or completing the square.
Common Core
CCSS.Math.Content.HSA-SSE.B.3a Factor a quadratic expression to reveal the zeros of the function it defines.
TIME: 10 MINUTES
TEACHER(S): STUDENTS: 1. The students will come into the classroom and take out 1. The teacher will greet students at the door, and ask them to take out their homework to be stamped. their homework to be stamped. 2. The teacher will read the objective and let the 2. The students will listen as the teacher reads the objective
students know what they will be doing today in class. Each student will pull out their Factoring Foldable. The teacher will go over each type of factoring as a class. This is to ensure that each student has finished their foldable and it is legible.
and tells the students what they will be doing in class. Each student will pull out their Factoring Foldable. The teacher will go over each type of factoring as a class. This is to ensure that each student has finished their foldable and it is legible.
TIME: TEACHER(S): STUDENTS: 40 MINUTES 1. Each student will get a worksheet showing three 1. Each student will get a worksheet showing three different methods to factor quadratic equations. A different methods to factor quadratic equations. A variety variety of methods are given to the students because of methods are given to the students because each each student learns how to factor in different ways. student learns how to factor in different ways. The teacher will work on one problem for each method as a class. More problems will be done as a class, if needed. The students will be able to work on their worksheet in groups of three or four. If any of the students has any questions, they can raise their hand and the teacher will call on them accordingly. The teacher will walk around the classroom and give informal assessments. The teacher will write down notes and observe which students understand the lesson and which students are struggling. One of the methods is to fill in the blanks to the question. For example, one of the questions will ask the students to factor . What are the two factors of ____ that add to ____? They are ___ and ____. The answer is (x )(x ). The second method is the box method of factoring, where the students draw a box with four squares. The last method is the x-box method, where the students draw an x to find the factors and transfer the information to a box with four squares. This last method is helpful when the students are trying to factor trinomials where the leading coefficient is greater than one. The students will work on their worksheet in groups of three or four. If any of the students has any questions, they can raise their hand and the teacher will call on them accordingly.
TIME: 5 MINUTES
TEACHER(S): STUDENTS: 1. The teacher will ask each group to solve a 1. Each group will solve a quadratic equation using one of quadratic equation using one of the methods on the methods on their individual white board. their individual white board. Based on the students answer, the teacher will assess if they can move on to the next topic or spend more time on factoring.
6a SIOP MODEL STRATEGIES INCORPORATED (FROM THE SIOP INSTITUTE, PEARSON ACHIEVEMENT SOLUTIONS, 2005):
_x_ _x_ _x_ _x_
SCAFFOLDING
ADVANCED STUDENTS
GROUPING

LESSON PLAN FORMAT
Revised August 2013
LESSON TITLE Solving Quadratics by Graphing DAY Day 5 PERIOD GRADE th 9 Grade ROOM
EQUIPMENT/MATERIALS Laptop, projector, marker, pen, pencil, graph paper, calculator, ruler
SUMMARY Students will be able to use their Factoring Foldable while they are working on their worksheet. The students will be able to determine the type of solution based on the number of factors for each quadratic equation. The students will also be able to determine the points on the x-intercept from the number of factors of the quadratic equation. INSTRUCTIONAL STRATEGIES PLANNED (CHECK/CIRCLE ALL BELOW THAT APPLY; CLICK ON LINK TO LEARN MORE ABOUT STRATEGY)
Students will be able to graph different types of quadratic equations without using a calculator with 90% accuracy.
2 STANDARDS:
Content
Algebra I 6.0 Students graph a linear equation and compute the x- and y-intercepts (e.g., graph 2x + 6y = 4).
Common Core
CCSS.Math.Content.HSA-REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
TIME: 10 MINUTES
TEACHER(S): STUDENTS: 1. The teacher will greet students at the door and students 1. The teacher will greet students at the door, and ask them to take out their homework to be stamped. will take out their homework to be stamped.
2. The students will listen as the objective is read to them. 2. The teacher reads the objective and lets the students know what they will be doing in class. The They will review how to factor quadratic equations. teacher will review how to factor quadratic equations. By the end of the class, the teacher wants the students to connect the points on the x-intercept to the number of factors of an equation.
TIME: TEACHER(S): 40 MINUTES 1. A worksheet will be given to the students and the teacher will do the first two problems as a class. Then the students will work on the rest of the worksheet in groups of three or four.
STUDENTS: 1. A worksheet will be given to the students. The teacher will do the first two problems as a class and then the students will work on the rest of the worksheet in groups of three or four.
The students will discover that if there are two If students have any questions, they will raise their hand factors, then there will be two points that cross the and the teacher will call on them accordingly and help x-axis and there will be two solutions. If there is one them. factor, then there will be one point on the x-axis and there will be one solution. If there are no factors, then the students will get irrational roots. the students can estimate when they factor and graph the equation, but they will not know the exact answer. Students will learn in future lessons that they can find the exact answer with the quadratic formula. The teacher will walk around the room and do an informal assessment. If students have any questions, the teacher will call on them accordingly and help them. The teacher will be writing down notes and observe which students understand how to factor and which students do not. The worksheet will ask students to factor quadratic equations, determine the type of solutions, and graph the equation. Students will practice how a graph will look like so that when they plot actual points, they will know if they graphed the equation correctly.
TIME: 5 MINUTES
TEACHER(S): STUDENTS: 1. The teacher will ask each group if they were able 1. The teacher will ask each group if they were able to connect the points on the x-intercept to the number of to connect the points on the x-intercept to the factors of an equation. number of factors of an equation. Based on their answers, the teacher will play accordingly for the following day.
6a SIOP MODEL STRATEGIES INCORPORATED (FROM THE SIOP INSTITUTE, PEARSON ACHIEVEMENT SOLUTIONS, 2005):
_x_ _x_ _x_ _x_
SCAFFOLDING
ADVANCED STUDENTS
GROUPING

LESSON PLAN FORMAT
Revised August 2013
UNIT TITLE Quadratics CANDIDATE: Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim SCHOOL SUBJECT Algebra
LESSON TITLE Solving Quadratic by Square Root Property DAY 7-8 PERIOD ROOM
GRADE 9th
EQUIPMENT/MATERIALS Partner worksheets (2 forms), paper, pens or pencils, calculator
SUMMARY Students will use prior knowledge of square roots to develop a new method of solving quadratics. They will work in pairs and in groups to help demonstrate their understanding of this method. INSTRUCTIONAL STRATEGIES PLANNED (CHECK/CIRCLE ALL BELOW THAT APPLY; CLICK ON LINK TO LEARN MORE ABOUT STRATEGY)
X
Direct Instruction (Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions, Demonstrations, Guided & Shared-- reading, listening, viewing, thinking X Interactive Instruction ( Debates , Role Playing , Panels , Brainstorming , Peer Partner Learning , Discussion , Laboratory Groups , Think, Pair, Share , Cooperative Learning Groups , Jigsaw , Problem Solving , Structured Controversy , Tutorial Groups , Interviewing , Conferencing X Indirect Instruction (Problem Solving , Case Studies, Reading for Meaning , Inquiry, Reflective Discussion , Writing to Inform , Concept Formation , Concept Mapping , Concept Attainment , Cloze Procedure X Independent Study (Essays, Computer Assisted Instruction , Journals , Learning Logs , Reports , Learning Activity Packages , Homework , Research Projects , Assigned Questions Experiential Learning (Field Trips, Narratives , Conducting Experiments , Simulations, Games , Storytelling , Focused Imaging , Field Observation, Role-playing , Synetics , Model Building (From Instructional Strategies Online, Saskatoon Public Schools, 2004-2006.) 1 BEHAVIORAL OBJECTIVE(S) OF LESSON (WHAT WILL STUDENTS BE ABLE TO DO? SHOW CORRELATION TO STATE CONTENT STANDARDS)
Academic learning goals for students will be to examine a quadratic equation and solve for the variable using a prior knowledge of square roots and the square root property. I specifically expect them to examine a quadratic equation and solve by taking the square root of both sides and demonstrate their comprehension by using this method on several problems. I also want them to be able to work in pairs and solve problems together as well as show individual work.
Content
2 STANDARDS:
14.0 Students solve a quadratic equation by factoring or completing the square. Reasoning with Equations Inequalities A REI 4b. Solve quadratic equations by inspection taking square roots
Common Core
TEACHER(S): 10 mins At the beginning of the lesson, the teacher will ask the class the What is the square root of 36? to gauge whether they remember how to take the square root of a number. The teacher will continue asking several answers to perfect squares and ask different students to answer. These oral questions
TIME:
STUDENTS: The student will (TSW) listen to the teacher and answer the questions. If they dont have an answer, they will listen quietly to the answering student.
will be accompanied by writing them on the smart board with my tablet. Once the teacher feels that the majority of the students remember their square roots, TTW ask the class What is the square root of 32? They will be instructed to turn and talk to each other with paper and pencil to see if they can explain to each other how to simplify the square root of 32. After a minute, The teacher will ask several students to give their answer and we will compare them and talk about whether they are true or false. Students providing answers will be handed the tablet and show their solution to the class. The teacher will then write out the work and answer through the tablet for clarification and support their prior knowledge. Square root will be added to a vocabulary wall for the Unit right after factoring and graphing.
40mins After evidence of strong knowledge of square roots, The students will be answering questions during the
TIME:
TEACHER(S):
STUDENTS:
The teacher will go into the lecture by informing the lecture and assessing their own understanding of the students that they can use their knowledge of square concepts. If they are not doing so, they are listening to other students and see whether their own answers are roots to solve quadratic equations instead of correct. factoring. For the first example, The teacher will solve using factoring that they have learned in the previous lesson and propose a new method that might be easier for them. The teacher will provide several examples of varying quadratic equations and solve them with the class. After those examples, The teacher will instruct them to solve a few problems with their partners. After giving them a minute, The teacher will ask several students to give their answers to the class and confirm whether they are correct. After the lesson, The teacher will pass out a partner worksheet which is organized by the following: two versions of the worksheet- A and B. Answers for worksheet A will be on the back of worksheet B and answers for worksheet B will be on the back of worksheet A. The students will be split into groups of 4. Two students in the group will get worksheet A (pair A) and the other two will get worksheet B (pair B). The pairs will work together one problem at a time and check their answers with the other pair. The students must show their work before seeing the answers to see if they are correct. They will also provide explanations to their work to the other pair for each problem.
During the pair work with examples from the lecture, the students are working with their partners to solve the problems. They will ask each other questions if needed. During the group work with the worksheets, students are working with the partners for solving each problem and going presenting their solutions to the other pair when completed. When not presenting, the pair will listen to the other pairs explanation and provide the correct answers to their questions after.
Day 1 Closure After 40 minutes of worksheet work, the teacher will instruct the students to get back into their regular chairs and put their worksheets away. The students will be instructed to complete the rest of the The students will listen to the teacher and raise their worksheet at home and they will be informed that hands If they want to share their reflection for the day. we will go over the answers the next day together as They will put away their worksheets and understand that
a class. The teacher will ask several students to share they will complete it for homework. what theyve learned in class today. Several students will share their reflection and the teacher will recap the achieved lesson objectives as well. Day 2 Upon entering, the teacher will begin by informing the class objectives: Wrapping up the partner worksheet and examine another way of solving 5 mins quadratic equations. The teacher will instruct the class to get back into their groups from the previous day and go over their answers for the worksheet theyve completed. They will be informed that they are to present one problem per group to the class explaining their steps. The teacher will assign each group two problems (one from worksheet A for pair A, and one from worksheet B for pair B) for each group to present to the class. The pairs for each group will discuss how review their work and prepare for presentation. The teacher will call on groups at random to present their work for the assigned problems to the class. Two pairs per group will present their problem and provide explanation for their work. After the presentations, the teacher will collect the worksheets and close out the lesson.
The students will listen to the teacher and get back into their groups to check their answers and work to the worksheets. They will understand which problem they are to present and go over that problem in their pairs and prepare to present to the class.
5 mins
The students will present their problems when they are called upon. If they are not presenting, they will listen and ask questions to the presenting group when they need clarification to other students problems. They will turn in the worksheets when the teacher asks for them.
15 mins
TIME:
TEACHER(S):
STUDENTS:
5mins After collecting the worksheets, the teacher will ask The students will listen to the teacher and offer what
the class what they have learned for this lesson. theyve learned in this lesson. They will listen to other They will be reminded that theyve learned the students and make connections by reflecting on their own method of using square roots to solve quadratic understanding if they are not answering. equations. The teacher will then inform the students that they will not learn another method of solving quadratic equations. The day continues to the next lesson plan Day 8-9
Solving Quadratic by Completing the Square

6a
PREPARATION /MOTIVATION SCAFFOLDING GROUPING
_x_ _x_ _x_ _x_
___ Modeling in Multiple Ways _x_ Wait Time _x_ Communication ___ Comprehensible Input APPLICATION/REPRESENTATION _x_ Hands-on _x_ Meaningful _x_ Linked to objectives _x_ Promotes engagement
_x_ Whole Class _x_ Small Groups _x_ Partners _x_ Independent ASSESSMENT W/ FEEDBACK _x_ Individual _x_ Group _x_ Written _x_ Oral
ADVANCED STUDENTS
English Learners: Lecture will be both spoken and written to help ELs understand the concepts. Key vocabulary will be written and emphasized to allow them to refer to when they forget.
Striving Readers: Several examples of the practice worksheet will be demonstrated to help striving readers understand the instructions. Resource students: The teacher will know the students with IEPs and accommodate them as necessary. Advanced students: These students can aid others within their groups and provide different ways to understand the concepts in addition to the lecture.

LESSON PLAN FORMAT
Revised August 2013
UNIT TITLE Quadratics CANDIDATE: Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim SCHOOL EQUIPMENT/MATERIALS SUBJECT Algebra
LESSON TITLE Solving Quadratic by Completing the square DAY 8-9 PERIOD ROOM
GRADE 9th
Document scanner, pencils and paper, quadratic equations worksheet, calculators CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY AND PROVIDE SUMMARY OF WHO WILL DO WHAT)
SUMMARY Students will use prior knowledge and learn a new method of solving quadratics. They will be able to see a visual representation that demonstrates the idea of completing the square and work together in groups to reinforce this concept. INSTRUCTIONAL STRATEGIES PLANNED(CHECK/CIRCLE ALL BELOW THAT APPLY; CLICK ON LINK TO LEARN MORE ABOUT STRATEGY)
X X X X
Academic learning goals for students will be to examine a quadratic equation and solve for the variable using a prior knowledge of square roots and the square root property. I specifically expect them to examine a quadratic equation and solve by taking the square root of both sides and demonstrate their comprehension by using this method on several problems. I also want them to be able to work in pairs and solve problems together as well as show individual work.
Content
2 STANDARDS:
14.0 Students solve a quadratic equation by factoring or completing the square.

Common Core
Reasoning with Equations Inequalities A REI 4a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x p)2 = q that has the same solutions.
TIME:
5mins
TEACHER(S): STUDENTS: Continuation of Day 8 The students will turn in their partner worksheets and listen After the students have settled down turned in their to the teacher during the lecture. They will attempt to solve
partner worksheets, the teacher will inform them the equation and wait for the teacher when they get stuck. that they are going to learn a new method of solving quadratic equations called completing the square. The teacher will write on the board x2+4x-5=0 and ask the class to attempt to solve it using their previous knowledge (factoring or square root property). After a few minutes, the teacher will ask the class if anyone has solved the equation. The teacher will write what most students should have reached: x(x+4)=5 The teacher will explain that they cannot use the zero property or the square root property to solve this equation. The teacher will then inform the students that they can use a different property to solve.
20 mins The teacher will show a premade worksheet via

document scanner that represents the opening problem:
TIME:
TEACHER(S):
STUDENTS: The students will listen to the teacher and answer any question that is asked.
=5
The teacher will state that the left side of the equation is not a square. He or she will reveal the next representation and explain that they need to cut the 4 and rearrange the diagram like so:
=5
2
The teacher will ask the class if this is a square yet? After the class agrees that it is still not a square, the The student will answer the question and understand that teacher will then reveal the next representation that to complete the square, a missing piece must be added. completes the square:
=5 + 4
2 4
The teacher will explain that in order to complete the drawing of a square, a 4 is added (2x2) and because we added 4 to the left side of the equation, a 4 also needs to be added to the right side to balance the equation. The teacher will write on the board that from the representations, the equation we get is now: x2+4x+4=9 The teacher will explain that now they have changed the equation to allow us to use our prior knowledge in completing the problem by either factoring or using the square root property: (x+2)2=9 (x + 2)2 = 9 x+2 = 3 x=-23 x = 1,-5 The teacher will then instruct the students to try a problem with a partner using drawings of the squares and rectangles to help them as shown in the example. The teacher will ask several students to The students will work together and solve the problem by complete the steps of the problem to reach the following the drawings in the lecture. They will complete answer. the square using what theyve learned and fill out their drawings. They will discuss and confirm with a partner as theyre working through the problem. Several students will volunteer to present their solutions and answer the questions from the teacher. Those not presenting will listen and check if their solutions match the answer. Day 2 Closure The teacher will wrap up the lesson by informing the students that they will work on problems with completing the square the next day. The teacher will also tell the students that they will use a formula to The students will listen to the teacher and think about complete the square and solve without using visual how they can completing the square without using the visual representation. representations of the squares. Day 3 Upon entering, the teacher will instruct the students to get into groups. The teacher will begin by asking the students what theyve learned the previous day. After several answers of completing the square, the The students will get into groups and listen to the teacher. teacher will demonstrate that missing square to They will answer the questions and recall what theyve complete the square is a formula: (b/2)2 The
teacher will demonstrate one example of solving a learned the previous day. They will understand that the quadratic equation without using the visual drawings formula enables them to solve the quadratic equations of the square and use the formula. The teacher will without drawing squares. then ask the class to solve another example on their own. After a few minutes, the teacher will ask several students on each step as they go over the example as a class. The teacher will hand out a worksheet and instruct the class to work with their groups to solve each 5 mins quadratic equation using the formula and without drawing the squares. The students will be instructed to work each problem as a group and discuss their findings before moving on to the next problem. The teacher will circle the room and monitor their progress answering questions if necessary. After completing the worksheet, the teacher will have each group present their work for a problem until all the problems are presented.The teacher will collect the worksheets. The students will solve the examples on their own and the class will go over the solution together and answer any questions asked by the teacher. The students will work in their groups and complete the worksheet. They will discuss each problem and comprehend the solutions. They will also ask the teacher if they have any questions about the concepts.
10 mins
The groups will take turn and present their solution to the problem asked. They will listen to the presenting group and check their own work for the correct solutions.
25mins
15mins
TIME:
TEACHER(S):
STUDENTS:
5mins The teacher will ask the students what they have
learned. The teacher will call on several students to tell the class their own learning achievements. The teacher will also announce that there will be a quiz the next day on everything theyve learned so far. The teacher will tell the students that their homework is to review each method they have learned to solve quadratic equations.
SCAFFOLDING
The students will answer and reflect on what theyve learned. They will understand that theyve acquired a new method of solving quadratic equations and understand that they need to review all methods for the quiz the next day.
6a
_x_ _x_ _x_ _x_
_x_ Modeling in Multiple Ways _x_ Wait Time _x_ Communication ___ Comprehensible Input APPLICATION/REPRESENTATION ___ Hands-on _x_ Meaningful _x_ Linked to objectives _x_ Promotes engagement
_x_ Whole Class _x_ Small Groups _x_ Partners _x_ Independent ASSESSMENT W/ FEEDBACK _x_ Individual _x_ Group _x_ Written _x_ Oral
ADVANCED STUDENTS
GROUPING
6B ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT): CHECK ALL THAT APPLY AND SUMMARIZE) ENGLISH LEARNERS STRIVINGREADERS RESOURCE STUDENTS (IEP)
English Learners: Lecture will be both spoken and written to help ELs understand the concepts. Key vocabulary will be written and emphasized to allow them to refer to when they forget.
Striving Readers: Several examples of the concept will be demonstrated to help striving readers understand the instructions. Step by step solutions will be presented to avoid confusion. Resource students: The teacher will know the students with IEPs and accommodate them as necessary. Advanced students: These students can aid others within their groups and provide different ways to understand the concepts in addition to the lecture.

LESSON PLAN FORMAT
Revised August 2013
NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give students, the structure of notes if you will lecture, the directions for any activities, and key questions you intend to pose to students. In addition, give time frames to help with pacing and attach any handouts that will be used. This is not a script of every word youll say but it is a structured, detailed guide to how you intend to implement the lesson.
UNIT TITLE LESSON TITLE
Quadratics
CANDIDATE
Quadratic Formula
DAY PERIOD ROOM
Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim

SCHOOL SUBJECT
ABC Middle School

EQUIPMENT/MATERIALS
Algebra
GRADE th th
8 -9
Grade
SmartBoard, PowerPoint, White board, Expo markers, Matching Activity cards, YouTube
SUMMARY
The students will be introduced to the quadratic formula. They will learn where it came from, why it is important, and how it can be useful. During this lesson, students will learn a fun, short story that will help them memorize the quadratic formula and participate in a matching activity, which they are asked to match quadratic equations to graphs. During the matching activity the students will practice solving by using the quadratic equation.
Behavioral Objectives: Given a quadratic equation, students will be able to solve by using the quadratic formula. Students will be able to match a quadratic equation to a corresponding graph.
2 STANDARDS:
Content
22.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points. 21.0 Students graph quadratic functions and know that their roots are the x-intercepts.
Common Core
A REI Reasoning with Equations and Inequalities 4. Solve quadratic equations in one variable. a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x p)2 = q that has the same solutions. Derive the quadratic formula from this form. b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a bi for real numbers a and b.
TIME:
TEACHER(S):
STUDENTS:
2-3 min
Day 1: Day 1: 1. The teacher will greet the students as they 1. The students will enter the classroom, take out enter the classroom and ask the students to their homework, and start on the warm-up. take out their homework and start on the warm-up. The warm-up problem will be a quadratic equation and students will be asked to solve by completing the square. 2. The teacher will take role then walk around 2. The students will work on the warm-up the class to stamp homework and monitor problem. When they are done, they can check progress on the warm-up. their work with a partner. 3. The teacher will ask one student to come up and work out the problem on the board. The teacher will ask if the class agrees with the work and answer and fix any errors. 4. The teacher will ask students to take out their notebooks 3. The selected student will work out the problem on the board. The students will analyze the work and check for errors. The students will agree or disagree with the work. 4. Students will take out their notebooks to take notes.
2-3 min
4 min
30 sec
TIME:
TEACHER(S):
STUDENTS:
1-2 min 5. As students take out their notes the teacher will 5. Students will listen to the teacher and write the quadratic equation and formula on the write down the equation and formula in board. their notes. 5-7 min 6. The teacher will explain to the students where 6. The students will take notes and copy the the quadratic formula came from by putting an work into their notebook. equation (2x+4x+6=0) on the board and having the students complete the square and solve for x. Then the teacher will compare the steps to the quadratic equation (ax+bx+c=0) and explain how it is derived into the quadratic formula. 2 min 7. The teacher will explain to the students why the 7. The students will listen to the teacher and quadratic formula is important and how it can be write down why the quadratic formula is useful. Ex. The quadratic formula can be used for important and how it can be useful. any quadratic equation. Even the messy ones that dont factor nicely. You will also use the equation in higher math classes and scientists and engineers use it. 8. The teacher will play a video that tells a short 8. The students will watch the video and story to help students remember the quadratic write down the short story in their formula. notebook. http://www.youtube.com/watch?v=APje2Wx0ENY A negative boy (-b) could not decide () whether he should go to a radical () party. But, being square (b), he decided not to go (-) and missed out on four awesome chicks (4ac). Party was not over (___) until 2am (2a).
2 min
6-8 min 9. The teacher will have the students listen, write 9. The students will practice saying the down, and practice the story. The teacher will have story to a partner as they write down the students get into pairs and recite the story while the formula. The students have the option to other student writes the formula down. The teacher create their own way to memorize the will also give the option for students to create their formula. own way of memorizing the quadratic formula. 4 min 10. The teacher will write down steps to solve a 10. The students will copy down the steps in quadratic equation using the quadratic formula and their notes. ask the student to copy them down. Steps: 1. Put quadratic equation in standard form and equal it to zero. 2. Find a, b, and c. 3. Plug values into quadratic formula. 4. Simplify and solve for x- intercepts. 11. The teacher will solve a quadratic equation using the quadratic formula with the whole class. 11. The students will listen and watch the teacher use the steps to solve a quadratic
3 min
equation. The students will take notes. 5 min 12. The teacher will have the students work together to solve a quadratic equation using the quadratic formula. 12. The students will work with their table and use the steps to solve a given equation on the board. The students will do the work and check their work and answers with their table. 13. Each student will work individually on a given problem. Students will use the quadratic formula to solve for x and they will be asked to show all of their work. Students can use their notes to complete the problem. When students are done they will have the teacher check their work and answers before they leave.
5 min
13. Ticket Out the Door- The teacher will have each student work individually to solve a quadratic equation using the quadratic formula. The teacher will check and collect the problem at the end of class.
2 min
Day 2: 14. The teacher will greet students at the door and 14. Students will enter the classroom, sit at their seats, take out their homework, and ask students to take out their homework to be stamped and start on the warm-up. The warm-up start on the warm-up. problem will be a quadratic equation and students will be asked to solve using the quadratic formula. After they solve, students will be asked to graph the quadratic equation. 15. While students work, the teacher will take role, 15. The student will work on their warm-up. stamp completed homework, and monitor progress If they finish early, they will check work and answers with another student at their on the warm-up. table. 16. The teacher will select two students to show their warm-up work on the board. One to solve and one to graph. The teacher will ask if students agree or disagree with the answer. If the students disagree, then they will be asked to fix it. 16. The selected students will solve and graph the warm-up problem. If students disagree with the answers, then they will be asked to fix it.
5 min
5 min
1 min
17. After the warm-up the teacher will ask students 17. The students will take out their notes for to take out their notes on the Quadratic Formula. Quadratic Formula. 18. The teacher will put the students in groups of four. 19. The teacher will introduce the Matching Activity and give instructions to the students. The teacher will hand out an envelope of quadratic equations and an envelope of graphs. The teacher will ask the students to solve each equation using the quadratic formula and match it to a given graph. The teacher will give the students the whole class period to complete the activity. 18. The students will sit with their groups of four. 19. The students will listen to instructions and take out all of the equations and graphs out of the envelope. The students will be given time to solve for x using the quadratic formula, match equations to graphs, and check their groups work. Students will be able to use their notes to help them.
2 min
20-25 min
20. While students work in groups, the teacher will 20. All students will participate in the walk around and monitor the students. The teacher activity and they will raise their hand if they will make sure everybody is participating and have a question or need help. everybody is on task.
TIME:
TEACHER(S):
STUDENTS:
5 min
21. At the end of the period, the teacher will check each groups pairs of equations and graphs and compare it to the answer key. The first 3 tables to match the equations and graphs correctly will get candy.
21. The students will match all equations to all graphs. When they are complete they will notify the teacher and if they are one of the first three groups to complete the matching activity, they will get candy.
ST TWO TABLES COM PLETE WILL
6a
Adaptation of Content Link to Background Link to Prior Learning Identify Key Vocabulary COMMUNICATION PROCESSES _X_ Reading _X_ Writing _X_ Speaking _X_ Listening
_X_ _X_ _X_ _X_
_X_ Modeling in Multiple Ways _X_ Wait Time _X_ Communication _X_ Comprehensible Input APPLICATION/REPRESENTATION _X_ Hands-on _X_ Meaningful _X_ Linked to objectives _X_ Promotes engagement
SCAFFOLDING
_X_ Whole Class _X_ Small Groups _X_ Partners _X_ Independent ASSESSMENT W/ FEEDBACK _X_ Individual _X_ Group _X_ Written _X_ Oral
GROUPING
ADVANCED STUDENTS
English Learners: Instructions will be given in different forms, written and verbally. English learners will be given enough time to take notes and ask questions. Students will work with other students throughout the lesson and practice their communication and collaboration skills. Striving Readers: There are thinking maps and a word wall available around the classroom to help striving readers organize their notes. Striving readers will be paired up with strong readers that will help them. Resource Students (IEP): Instructions will be given verbally and written. The instructions will be broken down step-by-step. Resource students will be paired up with other students that can assist with any struggling. Advanced Students: Advance students will have the opportunity to work with other students.
7 ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING), OR S (SUMMATIVE)
TYPE
(TITLE/ AND FORM)
PURPOSE
IMPLEMENTATION
FEEDBACK STRATEGY (FOR STUDENTS)
HOW WILL INFORM RE-TEACHING (FOR THE TEACHER)
EL
PM
8 REFLECTION ( WHAT DO YOU EXPECT TO GO WELL AND TO BE CHALLENGING?
WHAT ACTUALLY HAPPENED? )
ill

LESSON PLAN FORMAT
Revised August 2013
NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give students, the structure of notes if you will lecture, the directions for any activities, and key questions you intend to pose to students. In addition, give time frames to help with pacing and attach any handouts that will be used. This is not a script of every word youll say but it is a structured, detailed guide to how you intend to implement the lesson.
UNIT TITLE Quadratics CANDIDATE LESSON TITLE Summative Assessment: Angry Birds Project DAY PERIOD ROOM
Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim

SCHOOL SUBJECT Algebra
GRADE 8th - 9th Grade
EQUIPMENT/MATERIALS SmartBoard, Poster paper, markers, colored pencils, project packets
SUMMARY
Behavioral Objectives: Students will be able to collaborate and communicate with other students to collect data and create a poster. Given a quadratic equation, ordered pair, graph, or function table, the students will be able to solve, collect data, and create a parabola on a graph. Students will be able to determine if a parabola crosses a specific point on a graph. Students will be able to relate parabolas to the real world.
2 STANDARDS:
Content
14.0 Students solve a quadratic equation by factoring or completing the square. 19.0 Students know the quadratic formula and are familiar with its proof by completing the square. 20.0 Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations. 21.0 Students graph quadratic functions and know that their roots are the x-intercepts. 22.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points.
Common Core
Higher Mathematics Section: N-CN 7, A-SSE 3a, A-SSE 3b, A-REI 4, A-REI 4a,b, A-REI 7 A SSE - Seeing Structure In Expressions Write expressions in equivalent forms to solve problems. 3. a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. A REI Reasoning with Equations and Inequalities 4. Solve quadratic equations in one variable. a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x p)2 = q that has the same solutions. Derive the quadratic formula from this form. b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a bi for real numbers a and b. 7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
TIME:
5-7 min
TEACHER(S): STUDENTS: The students will come in, sit at their seats, and take out Day 1- The teacher will greet students at the door, their homework so it can be stamped and corrected. and ask them to take out their homework to be stamped. The teacher will have Angry Birds playing on the SmartBoard and a few example posters in the front of the classroom. The teacher will take role then walk around the classroom and stamp completed homework. The teacher will introduce the Angry Birds project by The students will listen to instructions and watch the giving a brief background story and demonstration of demonstration. the game. The teacher will point out how the flight paths of the birds can be modeled with a parabola.
5-7 min
2-4 min The teacher will place the students in groups of four The students will sit with their group and make sure they
and hand out one project packet to every group. get a project packet. The teacher will read the instructions out-loud to the students (1st page of packet). The students will follow along and listen to instructions. Each student will be assigned to a bird with different given The teacher will explain how each student will be assigned a bird and each student will find the total information. The students will listen to the teacher and distance and maximum height their bird flew. Next, what is expected of them. each group will determine which of their birds flew the highest and traveled the longest. With this information, the students will create a big graph with all four birds and their flight paths. The teacher will also explain how each group will have a King Pig and Moustache Pig located at specific points on their graph, and the students will have to determine which birds, if any, hit the pigs. The teacher will go over the project rubric with the class (2nd page of project packet). The teacher will read through the checklist for the poster and the checklist for the presentation. Each group has a rubric in their project packet. They will listen and follow along as the teacher reads the checklists for the poster and presentation.
TIME:
TEACHER(S):
STUDENTS:
3 min
3 min
5 min
The teacher will show examples of posters from past The students will look at the example posters and get an years to give the students an idea of what is idea of what they will be doing. expected of them. The teacher will explain to the students how each group will create a theme for their poster to make it Each group will discuss and agree on a theme for their poster. their own. The teacher will give a few minutes for each group to choose their theme. Ex. Star Wars, Twilight, Harry Potter. The teacher will pass out a poster, markers, and colored pencils to each group. The teacher will ask each group to write their names on the backside of the poster. The teacher will give the rest of class time to let the students get started on their project.
2 min
3 min
Each group will make sure they receive materials for the project and each student will write their name on the back of their groups poster.
3 min
10-15 min
Each group will get started on their project. While students work, the teacher will walk around and make sure all students understand instructions, are on task, and participating in the activity. Each student will start their calculations for their bird and raise their hand if they have any questions. A few minutes before the bell rings, the teacher will ask the students to clean up the materials and put their posters in the back of the classroom. Students will clean up and put their poster in the back of the classroom. Day 2- The teacher will greet the students at the door. When students are seated the teacher will take role and ask students to get in their project groups. The teacher will ask for one student from each group The students will enter the classroom and get in their project groups. One student from every group will grab to grab their groups poster from the back of the their poster from the back of the classroom. classroom.
2 min
The teacher will ask students to continue working on their projects. The teacher will let the students know that they have the whole class period to finish up Each group will continue working on their projects. their posters and prepare for their presentations. The teacher will remind students to go over their rubric checklist and check the poster examples to make sure they have everything that is expected of them. While students work, the teacher will walk around the classroom and monitor each groups progress on their project.
5 min
Each group will check the project rubric checklist and make sure their poster has everything on the list. When each group is done with their poster, they will discuss with their group how they will present their poster.
35-40 min
The teacher will make a sign-up sheet for presentations and post it on the board. The teacher Each group will discuss in what order their group wants to will ask each group to sign up when they want to present and sign their group name on the presentation present. sheet. A few minutes before the bell rings, the teacher will ask the students to clean up the materials and put The students will clean up their project area and put their their posters in the back of the classroom. completed posters in the back of the classroom.
2 min
2 min
TIME:
3 min
TEACHER(S): Day 3- The teacher will greet the students as they enter the classroom and ask them to get in their groups. Once they are in their groups, the teacher will take role.
STUDENTS: The students will enter the classroom and get in their project groups.
2 min
One student from each group will grab their poster from The teacher will ask for one student from each group to grab their completed poster from the back the back of their classroom. of the classroom. While the students get ready to present, the teacher will read the order of the group presentations out-loud to the students. The teacher will ask the first group to begin their presentation and for other groups to be respectful The first group will be called up to the front of the of the students presenting. Every group will have 4-5 classroom to present their poster. Each group will have 4-5
35-40 min
minutes to present their information, then the next minutes to present their poster, then the next group will present. group will present. While students present the teacher will use the rubric checklist to grade and take notes on every poster and presentation. At the end of class the teacher will collect all posters for grading.
At the end of class, each group will place their posters in the back of the classroom for the teacher to grade them.
1 min
6a
Adaptation of Content Link to Background Link to Prior Learning Identify Key Vocabulary COMMUNICATION PROCESSES _X_ Reading _X_ Writing _X_ Speaking _X_ Listening
_X_ _X_ _X_ _X_
SCAFFOLDING
_X_ Modeling in Multiple Ways _X_ Wait Time _X_ Communication _X_ Comprehensible Input APPLICATION/REPRESENTATION _X_ Hands-on _X_ Meaningful _X_ Linked to objectives _X_ Promotes engagement
GROUPING
_X_ Whole Class _X_ Small Groups _X_ Partners _X_ Independent ASSESSMENT W/ FEEDBACK _X_ Individual _X_ Group _X_ Written _X_ Oral
English Learners: Instructions and rubric for the project will be given verbally and written so English learning students will know what is expected of them. English learners will be put in to groups where they can ask questions and work with other students. English learners will have example posters to refer to while working on their project.
ADVANCED STUDENTS
Striving Readers: Instructions and rubric for the project will be given verbally and written so Striving Readers will know what is expected of them and they can follow along while it is being explained. Striving Readers will be put in to groups where they can ask questions and check for understanding. Striving Readers will work with other students to help them through the project and collaborate on a poster. Just like English Learners, Striving Readers will have example posters to refer to while working on their project. Resource Students (IEP): Instructions and rubric for the project will be given verbally and written so Resource students will know what is expected of them. The instructions are broken down into easy to understand steps that everyone will follow. The rubric is a checklist that lets every student know what they need to have by the end of the project. The Resource students will be put in to groups with students that can help them through the project. Resource students will also have example posters to look at so they have an idea of what they need to do. Advanced Students: Advance students will collaborate with other students to collect data and create a poster. Advance students who finish early will have the opportunity to create their own level for Angry Birds game.
Communication & Representation One of the guiding principles we kept in mind when designing this unit plan was to provide visual representations of abstract concepts wherever possible. We used graphic organizers and visual models to help students develop a meaningful connection. Providing multiple representations will support our English learners and struggling readers. The following are some of the ways we integrated those into our lesson plans. Factoring Every student learns in different ways. In order to accommodate English learners, the lesson on factoring is represented to them in different ways. Multiple representations include taking notes in their notebook, making factoring quadratic foldable, and working on a worksheet in groups. These representations support and require students to develop decision-making and other problem-solving skills. Students are able to understand how each type of quadratic equation is factored and many examples are given for them to practice. In learning about factoring, students are assessed both formally and informally. Students are required to use their prior knowledge in order to understand factoring quadratic equations. Graphing Graphing quadratic equations is connected to factoring. Students will see different examples of parabolas in real life. They will also explore how changing the equation affects the shape of the graph. Having the lessons flow and connect will make it easier for students to learn and understand the information given to them. With graphing, students can let out their artistic abilities by using different colored pens and design their own graphs. This is to show that mathematics is not boring and plain; students are able to be creative and use their imagination. Using different colored pens will also help motivate students to work on the assignment and learn the materials. Using lots of visual aids along with the language will support English learners and struggling readers. Square root property For this lesson, communication about the mathematical ideas is supported with a pre assessment of prior knowledge of square roots. The lesson is written on class notes and is reinforced by the teachers voice. Classroom discourse is present during this lesson as the class work in pairs and
groups to complete a worksheet. This is effective because they are not receiving validation from the teacher but to work together keeping the cognitive demand high. They need to find the solutions and discuss with one another instead of checking an answer key or relying on the teacher to give the answers. During their group work, little instruction is given by the teacher or facilitator to avoid diminishing what is learned and increases the level of challenge in this lesson. Completing the square In this method, students will use the method of completing the square to transform any quadratic equation in x into an equation of the form (x p)2 = q. From here, the students will use their prior knowledge from the square root property lesson to find the solutions. For teaching and providing a different representation of understanding, visual drawings of shapes allow students to grasp the concept clearly. The diagrams allow students to shape their comprehension of the mathematical concept. The lesson is spoken by the teacher and written as well to provide concrete examples that reinforce the comprehension of the new method. Quadratic Formula In this lesson, the students will learn the method of the quadratic formula to help solve quadratic equations. The students learn how the quadratic formula can be derived from completing the square and how it can be useful when solving quadratics. During the lesson, the students will watch a video and listen to a short story that will help them memorize the quadratic formula. The students will recite the three-sentence story to a partner as the partner writes the quadratic formula. The students will also have the opportunity to work in groups during a matching activity. During this activity, the students communicate their ideas and work together to solve quadratic equations while using the quadratic formula. After they solve the quadratic equation, the students determine which graph matches the equation.
Resources Alvarez, S. (March, 21 13).Angry birds: Quadratic functions project. Retrieved from http://www.facethemath.com/2013/03/21/angry-birds-quadratic-functions-project/ This website is developed by a math teacher to present the best practices for developing understanding of various math concepts. Its flagship is the angry birds project but doesnt provide much more.
Angry Birds project
Bryan, L. (2010). Cooking with quadratics. The Mathematics Teacher,104(4), 308-314. This article summarizes a lesson where a teacher had student construct reflective parabolas to cook a marshmallow using the sun. GeoGebra.(n.d.).GeoGebraRetrieved December 15, 2013, from http://www.geogebra.org/cms/en/ Geogebra is a transformational geometry software. Students can use it to experiment with quadratics and see the effects of changing the equation on the graph. This technology was used in the graphing lessons.
Hatton, J. (2011 December 20). The Best Way to Factor Trinomials.Math Thoughts. Retrieved from http://jrh794.wordpress.com/2011/12/20/the-best-way-to-factor-trinomials/ Jim Hatton is a 65 yr old math instructor for Southern Oregon University and this blog contains many ways to understand a variety of math concepts. Many of his posts seem to be directed to other math teachers as he hopes to engage in conversation with. This method was used in solving quadratics by factoring.
Korithoski, T. (1996).Finding quadratic equations for real-life situations.The Mathematics Teacher, 89(2), 154-157. This article outlines how to use TI-8X as well as the BASIC programming language to approximate the equation of a parabola for a real life shape. Could be appropriate as an enrichment for advanced students.
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010) Common Core State Standards: Mathematics. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. - The Common Core State Standards helped outlined our goals in this unit. Stapel, E. (n.d.). Completing the square: Quadratic examples. Retrieved from http://www.purplemath.com/modules/sqrquad2.htm Purplemath is a resource website developed by math teacher that houses a plethora of Algebra lessons and a few for trigonometry. These lessons are written with the student in mind. This website provided the idea of a worksheet during the completing the square lesson.
Stuart.(October, 10 12).Youtube: Awesome way to remember the quadratic formula. Retrieved from http://www.youtube.com/watch?v=APje2Wx0ENY BetterThanYourProf is a youtube personality. He currently has 36 videos providing a possible alternative method in understanding various mathematical concepts. This video served as an idea for quadratic lesson.
Orr, J. (2012 May 7). Factoring Foldable! Mr. Orr Is A Geek.com. Retrieved from http://mrorrisageek.com/?p=1920 This personal website contains many hands on projects and experiments that help comprehend various mathematical concepts. This is a great place to help stimulate the mind in creating meaningful tasks and problems for the classroom. The factoring foldable activity for factoring lesson.
Ronda, Erlina. (October 10, 2012). Mathematics for Teaching: A great way to teach completing the square using visual representations. Retrieved from http://math4teaching.com/2012/10/26/solving-quadratic-equations/ This blog is Erlina Rondas contribution to teachers and students. This blog houses many unique methods of teaching and understanding various mathematical concepts. She was a previous math teacher but now does research in mathematics teaching. This method was used in the visual representation of the completing the square lesson.
Samjshah. (2009, January) Completing the square: Good lesson and worksheets for student. Retrieved fromhttp://samjshah.com/2009/01/28/completing-thesquare/ Samjshah is a high school math teacher in Brooklyn, New York. This website provides various way to understand a wide range of high school level mathematics but more importantly, it is an outlet that allows a fellow teacher to share his passion of teaching and mathematics. Another resource for creating the worksheet for the completing the square worksheet.
Van de Walle, John A., Bay-Williams, Jennifer M., Karp, Karen S., Lovin, LouAnn H. (2006). Teaching Student-Centered Mathematics. Developmentally Appropriate Instruction for Grades 6-8. New Jersey: Pearson Education. This book is the bread and butter of our methods course. It houses a plethora of information and methods for the Math teacher- new or experienced. Various methods from this book were used in all our lessons.
EDSC 440S ASSESSMENT PLAN

Complete the assessment plan according to the guidelines. Space expands as needed. Identify and attach assessments for non-rubric assignment and rubric.
Name of Team Member 1 Aaron Dorman and Andrew Chen Grade Level 9 Grade
th
Name of Team Member 2 Lauren Badilla and Jessica Kim Unit Topic Quadratics Time Period for Unit 15 days 55 minutes per day Learning Goals/Objectives for Whole Unit
Content Area Mathematics
State-adopted Academic Content Standards Higher Mathematics Section: N-CN 7, A-SSE 3a, A-SSE 3b, A-REI 4, A-REI 4a,b, A-REI 7 A SSE - Seeing Structure In Expressions Write expressions in equivalent forms to solve problems. 3. a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
A REI Reasoning with Equations and Inequalities 4. Solve quadratic equations in one variable. a. Use the method of completing the square to transform any Students will be able to describe the characteristics of quadratic 2 quadratic equation in x into an equation of the form (x p) = q functions. that has the same solutions. Derive the quadratic formula from this form. b. Solve quadratic equations by inspection (e.g., for x = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a bi for real numbers a andb. 7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. When Goals Assessed Type Purpose Implementation Feedback Strategies
2
Students will be able to solve quadratics by using the quadratic formula, factoring, graphing, completing the square, and using square root with 90% accuracy.
Informing Instruction
Day 1
Intro
EL
To see what student Informal discussion using already know and if shapes projected on screen, they have any gaps whole class in prior knowledge Assess prior knowledge; critical thinking skills; to be used as a graphic organizer Assess prior knowledge; areas that need re-teaching; critical thinking skills Informal discussion; whole class; individual assessment
Students will receive oral informal feedback during discussion
Will determine if some concepts need more support, and if any prerequisite knowledge needs to be reviewed
Day 3
Factoring Foldable
PM
Students will give informa Determine what feedback areas students understood and know what areas need further review in future lesson Inform students of correct If more than half of the students receive 70% or answers and review less, review the lesson more in-depth incorrect answers If students receive 70% or less, they are able to take home the worksheet and redo their work; their grade will be determined by taking the average of the two worksheets Inform students of correct If more than half of the students receive 70% or answers and review less, review the lesson more in-depth incorrect answers Partial credit will be given to those that showed their work but did not get the correct answer Two extra credit questions will be given at the end of the quiz If students receive 70% or less, they are able to redo the quiz; their grade will be determined by taking the average of the two quizzes.
Day 5
Worksheet on Solving Quadratics by Graphing
PM
Informal discussion; group work; individual assessment; evaluates with an answer key, paper, and pencil
Day 6
Quiz on Solving Quadratics by Factoring and Graphing
Assess if students Individual assessment; teacher understand; to know evaluates with an answer key; what areas students paper and pencil are struggling
Day 7
Intro
EL
Assess if the students remember what and how to find a square root.
The teacher will ask the class about their prior knowledge of square roots. The teacher will continue the discussion and have the students provide answers to several questions.
Students will be informed of their level of prior knowledge by either answer the questions correctly or listening to other students. The teacher will also inform the students if they are incorrect.
If the teacher notices not many hands are raised or if many of the students fail to answer the questions correctly, the teacher will start this day by reviewing square roots.
Day 9
PM
Assess the students progress of the worksheet for completing the square.
Day 10 Quiz on Solving Quadratics Completing the Square and Square Roots
The teacher will walk around each group and ask them questions to ensure that they are on the right track. He or she will also answer questions that students may have during their group work. Assess if students Individual assessment; teacher understand; to know evaluates with an answer key; what areas students paper and pencil are struggling
The students will answer the question or listen to the teacher clarification during his or her visit to the group
The teacher can see whether the students are on track. If they are mostly confused, the teacher can address the class as a whole and re-instruct the directions of the worksheet.
Inform students of correct If more than half of the students receive 70% or answers and review less, review the lesson more in-depth incorrect answers Partial credit will be given to those that showed their work but did not get the correct answer Two extra credit questions will be given at the end of the quiz If students receive 70% or less, they are able to redo the quiz; their grade will be determined by taking the average of the two quizzes
Day 12 Self-Assessment on Matching Quadratic Equations to Graphs
PM
To assess what students learned about the quadratic formula
Day 15 Angry Bird Project
The students will be divided into groups of four. Each group will be given an envelope of quadratic equations and an envelope of graphs. Students will be asked to work together to solve by using the quadratic formula and match the equations to the graphs. To assess what The students will be divided into students learned groups of four. Each group will about solving receive a project packet that quadratics and contains project instructions, a graphing throughout rubric, and information for four the unit. birds. The students will be asked to answer the questions, show their work, and create a graph that represents every birds flight path. Each group will determine what bird flew the highest and furthest, and present a poster to the class. Students will be given time in class to work on the project.
When students are done This activity will determine if the students solving and matching understand how to solve by using the quadratic cards, they will check each formula and if they know how an equation is others work and answers. represented by a graph. If students struggle The group will notify the matching equations to graphs, then the teacher teacher when they are will have to re-teach the quadratic formula. done. The teacher will have an answer key to check if groups got it right. While students are working This activity will determine if students can on their project the teacher communicate, collaborate, and be creative with will observe and give them other students. This summative assessment is also feedback. When students to determine if the students understand how to present, the teacher will us solve quadratic equations using different the rubric checklist to grad methods. If more than 30% of the students do their poster and poorly on the project, the teacher will have to representation. Each group teach misconceptions will receive a rubric grade with comments.
Algebra 1 Quiz Name __________________________ Completing the Square and Square Roots 1. x 2 = 36 2. 4 x 2 = 40 3. ( x 3)2 = 16
4. 49 x 2 = 25
5. 2 x 2 3 = 9
6. ( x + 5)2 = 8
On 7-10: Find the number that completes the square. (This is where you take of the middle number and you square it) 7. x 2 6 x 8. x 2 + 20 x
9. x 2 + 3 x
Solve using completing the square. 10. x 2 6 x 3 = 0
11. x 2 10 x + 16 = 0
Algebra 1 Quiz Name __________________________ Completing the Square and Square Roots 1. x 2 = 36 x = 6 2. 4 x 2 = 40 x = 10 3. ( x 3)2 = 16 x=7, -1
4. 49 x 2 = 25 x=
5 7
5. 2 x 2 3 = 9 x= 6
6. ( x + 5)2 = 8 x= -522
On 7-10: Find the number that completes the square. (This is where you take of the middle number and you square it) 8. x 2 + 20 x 7. x 2 6 x 9 100
9. x 2 + 3 x

Solve using completing the square. 10. x 2 6 x 3 = 0 x2-6x+9=12 (x-3)2=12 ( 3)2 =12 x 3 = 23 x = 323
11. x 2 10 x + 16 = 0 x2-10x+25 = 9 (x-5)2=9 ( 5)2 =9 x 5 = 3 x = 53 x = 8, 2
1stED
The Parabolic Edition

Red Bird, Yellow Bird, Blue Bird and Black Bird are angry with the pigs. The pigs stole the birds eggs. The birds want their eggs back and will stop at nothing to get them back. The flight path of the birds can be modeled with a parabola. Use x as the distance and y as the height. First, each student in your group will be assigned a bird. Each member will answer the following questions for their assigned bird. 1. What is the maximum height your bird flew? 2. What was the total distance your bird traveled? Next, determine whose bird flew the highest and traveled the longest. Finally, figure out which bird hit the following pigs.
1. King Pig located at point (21, 19.5)
2. Moustache Pig located at point (9, 21)?
Questions? sergio.alvarez@lausd.net
Project Rubric
POSTER CHECK LIST: Make sure your poster includes the following by checking off everything in the list below. OUR POSTER HAS A TITLE (artistically done with color) WE HAVE INCLUDED A GRAPH FOR EVERY BIRDs PATH (Everything is labeled, roots vertex and axis of symmetry) WE HAVE INCLUDED ONE BIG GRAPH WITH ALL THE BIRDs PATHS TOGETHER (Labeled) ALL CALCULATIONS ARE SHOWN ON OUR POSTER (No calculations are left out) ALL QUESTIONS ARE WRITTEN AND ANSWERED ON OUR POSTER (full sentences w/correct spelling and punctuation) MY POSTER HAS DECORATIONS (with an overarching theme, colors matching, and is thoughtfully planned) ORGANIZED (Looks neat, everything has its place and all writing is legible!) PRESENTATION CHECK LIST: Make sure your presentation is thoughtfully planned. You may use songs, customs, or props for your presentation. OUR PRESENTATION WILL BE THROUGH A PLAY (A funny, thoughtful, engaging presentation is in place, your group acts out your parts in an entertaining fashion.) EACH OF OUR MEMBERS KNOWS WHAT TO SAY AND WHEN TO SAY IT (Each member explains in great detail how they found the height and the distance their bird traveled. All members of the group have practiced what they will say and know in what order they will say it.) Your grade will be based on the following
(0-59 POINTS) LESS THAN 50% OF THE WORK IS DONE CORRECTLY. (60-69 POINTS) ATLEAST 50% OF THE WORK IS DONE CORRECTLY, SOME WORK IS EVIDENT. (70-79 POINTS) MORE THAN 50% OF THE WORK IS DONE CORRECTLY. MOST GRAPHS ARE CORRECT, EXPLANATIONS AND SOME ILLUSTRATIONS ARE VISIBLE. (80-89 POINTS) MORE THAN 90% OF THE WORK IS DONE CORRECTLY. ALL GRAPHS ARE CORRECT, EXPLANATIONS, CALCULATIONS AND ILLUSTRATIONS ARE VISIBLE. (90-100 POINTS) ALL WORK IS CORRECT AND COMPLETE. POSTER IS NEAT, ORGANIZED AND FULL OF COLOR.
Red Bird
1stED
NAME:______________________________
Red Bird has starts his flight from point (10, 0). His flight path reaches a maximum height of 18 yards and lands at point (38, 0).
Maximum Height:_____
Axis of Symmetry_____
Distance Traveled:_____
Yellow Bird
1stED
NAME:_______________________________
Yellow Birds flight path can be modeled by the quadratic equation y = x2 + 14x 24.
Blue Bird
1stED
NAME:______________________________
Blue Birds flight is represented by the graph below.
15 0 10 0 5 0 26
Black Bird
1stED
NAME:_______________________________
The table below contains partial data points of Black Birds trajectory.
x y
8 0
9 7.5
10 14
11 12 13 19.5 24 27.5
14 30
15 16 17 31.5 32 31.5
18

Quadratic Unit

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Quadratic Unit

Hochgeladen von

Copyright:

Verfügbare Formate

Non-Linear Relationships:

Aaron Dorman Lauren Badilla Andrew Chen

Quadratics Unit Rationale

Concept Map for Quadratics Unit

Linear Functions Changing Rates Exponents

Coordinate Plane, intercepts

Maximizing & Minimizing Problems

Modeling Nonlinear Relationships (Quadratics)

Standard Form: ax2+bx+c

Thrown Object h(t)=-16t2+vot+ho Zero Product Property

Completing the Square Factoring Square Roots Property

8 Partner Worksheet wrap-up Visual Representation lesson Completing the square.

9 Solving Quadratics By completing the Square worksheet understanding completing square

10 Quiz: Solving Quadratics Completing the Square and Square Roots.

11 Introducing the Quadratic Formula Video Short Story

12 Using the Quadratic Formula Activity: Matching Quadratic Equations to Graphs

15 Summative Assessment: Angry Birds Project Presentations

Created with WinCalendar Calendar Maker

Download: 2013 Calendar Template, 2014 Calendar Template

like if a was 100? If a was 1/100?

1, y = 10x 2 + 4 4, y = x 2 2 , y = x 2 , y = x 2 + 5, y = 4x 2 3 , y = 0.1x 2 . First, they must divide 2 5

SINGLE SUBJECT CREDENTIAL PROGRAM

___ _X_ _X_ _X_

SINGLE SUBJECT CREDENTIAL PROGRAM

Students will be able to graph parabolas in the form = 2 + + using =

to find the axis of symmetry.

___ _X_ _X_ _X_

SINGLE SUBJECT CREDENTIAL PROGRAM

EQUIPMENT/MATERIALS Laptop, projector, marker, pen, pencil, graph paper, calculator

_x_ _x_ _x_ _x_

SINGLE SUBJECT CREDENTIAL PROGRAM

EQUIPMENT/MATERIALS Laptop, projector, marker, pen, pencil, graph paper, calculator

_x_ _x_ _x_ _x_

SINGLE SUBJECT CREDENTIAL PROGRAM

_x_ _x_ _x_ _x_

SINGLE SUBJECT CREDENTIAL PROGRAM

EQUIPMENT/MATERIALS Partner worksheets (2 forms), paper, pens or pencils, calculator

Solving Quadratic by Completing the Square

_x_ _x_ _x_ _x_

SINGLE SUBJECT CREDENTIAL PROGRAM

14.0 Students solve a quadratic equation by factoring or completing the square.

20 mins The teacher will show a premade worksheet via

_x_ _x_ _x_ _x_

SINGLE SUBJECT CREDENTIAL PROGRAM

Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim

ABC Middle School

ST TWO TABLES COM PLETE WILL

_X_ _X_ _X_ _X_

FEEDBACK STRATEGY (FOR STUDENTS)

HOW WILL INFORM RE-TEACHING (FOR THE TEACHER)

8 REFLECTION ( WHAT DO YOU EXPECT TO GO WELL AND TO BE CHALLENGING?

WHAT ACTUALLY HAPPENED? )

SINGLE SUBJECT CREDENTIAL PROGRAM

Lauren Badilla, Andrew Chen, Aaron Dorman, Jessica Kim

GRADE 8th - 9th Grade

EQUIPMENT/MATERIALS SmartBoard, Poster paper, markers, colored pencils, project packets

_X_ _X_ _X_ _X_

EDSC 440S ASSESSMENT PLAN

Content Area Mathematics

Students will receive oral informal feedback during discussion

Worksheet on Solving Quadratics by Graphing

Quiz on Solving Quadratics by Factoring and Graphing

Day 12 Self-Assessment on Matching Quadratic Equations to Graphs