Transformations of Quadratic Functions Lesson Plan

Note: This is Part 2 of 2 of Lessons dealing with Transformations of Quadratic Functions.

Unit 9 - Lesson 4

Grade: _______8th/9th______
Date: ____Day 6 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Identify the parts of an equation in vertex form.

Learning Objectives
Student Learning
Targets

Translate the graph of a quadratic equation given the vertex form.

I can identify the parts of an equation in vertex form.
I can translate the graph of a quadratic equation if I know the vertex form.
AL COS 9)
[A-SSE3c]

Choose and produce an equivalent form of an expression to reveal and

explain properties of the quantity represented by the equation.
c. Determine a quadratic equation when given its graph or roots.

AL COS 27)
[F-IF4]

For a function that models a relationship between two quantities,

interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of
the relationship. Key features include intercepts; intervals where the
function is increasing, decreasing, positive or negative; relative
maximums and minimums; symmetries, end behavior; and periodicity.

AL COS 30)
[F-IF7a]

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.

AL COS 35)
[F-BF3]

Identify the effect on the graph of replacing () by () + , (),

and ( + ) for specific values of (both positive and negative); find
the value of given the graphs. Experiment with cases and illustrate
an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic
expressions for them.

AL COS and CCSS

Standards

Materials/Equipment

Families of Parabolas Investigation Packet

Parabola Matching Cards

Key Vocabulary: vertex form

Pre-Instructional
Activities

Teaching

Before Class Begins:

Print out handouts for students.
Cut out and laminate matching cards for students to use.
Pass out the Investigation worksheet to all students. Intentionally pair groups of
students so that readiness levels are distributed equitably. Today, the role of the
instructor is that of the facilitator as the students work together to discover the various
components of vertex form. Each group will present a problem or a group of problems
to the class.
After pairs have completed the investigation, switch up pairs so that all students are
working with someone new. Then distribute Parabola Matching Cards and have the new
pairs match up each vertex form equation with its corresponding graph.

Closure

Formative Assessment: Exit Slip

Write an equation in vertex form. Then SWITCH with a partner and graph his or her
equation.
Homework: Pg. 569 #s 1-6, 18-23

Bibliography

https://www.teacherspayteachers.com/FreeDownload/Families-of-Parabolas-Investigation-Algebra-II

Glencoe, Algebra 1 2014 Pg. 569