Name: Taylor Murie

Lesson Plan
Lesson Title: Introduction to Transformations of Quadratic Functions Grade: 10 Academic

Subject: Mathematics Date: TBA Time: 75

Description:

This lesson begins with a brief introduction on the different forms of quadratic equations, and the form that we are
focusing on (standard form) through a quick game of slap it. The lesson will then move into an activity on Desmos.
Students will work in groups of 2-3 to complete the applet. Once they are done the activity, we will then move into a
group discussion on a,k,h and c in the standard form of the quadratic equation. The basketball hoop problem will then
be introduced and a video will play out and students will be asked whether or not they believe the basketball will go
into the basket. The applet will then be used by various volunteers to determine whether or not the basketball will go
in the basket, and their responses will be shared. The final video will then play out to see whether or not they were
correct.

CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

Overall Expectations:

Relate transformations of the graph of y = x2 to the algebraic representation y=a(xh)2 +k

Solve quadratic equations and interpret the solutions with respect to the corresponding
relations
Solve problems involving quadratic relations

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1to 3), have expectations that match assessment

Specific Expectations:
 Identify, through investigation using technology, the effect on the graph of y = x 2 of
transformations (i.e., translations, reflections in the x-axis, vertical stretches or compressions) by
considering separately each parameter a, h, and k [i.e., investigate the effect on the graph of y = x2
of a,h, and k in y=x2 +k, y=(xh)2, and y = ax2]

Solve problems arising from a realistic situation represented by a graph or an equation of a

quadratic relation, with and without the use of technology (e.g., given the graph or the equation of a
quadratic relation representing the height of a ball over elapsed time, answer questions such as the
following: What is the maximum height of the ball? After what length of time will the ball hit the
ground? Over what time interval is the height of the ball greater than 3 m?)

explain the roles of a, h, and k in y = a(x h )2 + k, using the appropriate terminology to

describe the transformations, and identify the vertex and the equation of the axis of symmetry

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can really understand)

Today I will learn...

What the vertex (standard) form of a quadratic function is

How to interpret the vertex form of a quadratic function
How to use technology to investigate transformations of quadratic functions
How to interpret a quadratic function from a real life scenario

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess students learning,
as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand,
what learning skills/work habits will students demonstrate

I can

Use the variables a, k, h to transform the function y=x^2

Describe what role each variable plays graphically
Use technology to demonstrate the transformations on quadratic functions
Use the knowledge of transformations to describe a real life scenario
Assessment How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communications; Application

Assessment For: Slap it

Assessment AS: N/A

Assessment OF: Homework sheet

Assessment Mode:oral/performance/written (highlight/circle one or two that apply)

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have:

Learned the general properties of a quadratic function (i.e. general form, shape, key features)
Learned how to complete the square

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

The activities presented in this lesson have a low floor, which allows for learners of all abilities to
access the problem
Technology is used, which lets students who struggle in writing excel at a task

Vocabulary (for wordwall and/or to develop schema)

Vertex (standard) form of a quadratic formula

Parabola

Resources and Materials

Desmos resource
Geogebra
Geogebra file
Worksheet to be completed as students go through investigation
Homework sheet
Chalk and chalkboard

Learning Environment (grouping, transitions; physical set up)

Working in two teams for the game of Slap It!

Have students working in groups of 2-3 for the Desmos activity
Come together for the basketball activity at the end
Have student teams make initial predictions on whether or not the basketball is going to make it
into the net
 Have students teams take turns adjusting the function
Have a class discussion at the end

Cross Curricular Links

Computer Science - technology resources

Physical Education - Slap It game, basketball activity
Literacy - learning new math terms and math literacy
Science - making predictions
English - creating written notes

Lesson Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

What teacher does: What students do:

Minds on: Motivational Hook/ Engagement/ Introduction (5-15 min) establishing a positive learning environment, connecting to
prior learning, setting the content for learning, key question to guide lesson

Start by dividing the class into two Play the game of Slap It! in two teams
teams to play a game of Slap It! The game is to Slap the correct answer on the board
assess prior knowledge and reactivate the Listen to the description of the
students learning standard form of a quadratic equation
Students will slap Participate in discussions on the
the correct answer on the board for the standard form of the quadratic equation
following questions:
Th
e general form of a quadratic
equation
Th
e general shape of a
quadratic equation
Th
e visual representation of the
zeros of a quadratic
Th
e visual representation with
the vertex of the parabola
circled
Th
e general form of a linear
equation
Th
e parabola demonstrating a
correct axis of symmetry
Th
e correct procedure to move
 from the general form to
vertex form
Discuss the vertex form of a quadratic
equation
introduce the a,k,c
variables
Introduce the
Desmos activity that we will be working
on for the bulk of the lesson

Action: During / Working on it (time given for each component, suggested 15-40 min) introducing new learning or
extending/reinforcing prior learning, providing opportunities for practice & application of learning

Open up the Desmos activity to Participate in the Desmos activity

student participation Ask any questions where needed
Hand out the worksheets Complete the worksheet provided with
Walk around the room to observe the activity
students in the activity and troubleshoot where
needed
Transition into the basketball activity

Consolidation & Connection(Reflect and Connect) (5-15 min) helping students demonstrate what they have learned,
providing opportunities for consolidation and reflection

Introduce the final activity of the day - Make a prediction on whether or not
the basketball activity the basketball is going to hit the hoop or not
Play the first video and have students Modify the quadratic function to follow
take a guess on whether or not the basketball is the pattern of the ball
going to hit the hoop Discuss the different parts of the
Have a representative come up from formula and how they relate to the scenario at
each team to adjust the Geogebra function to hand
see whether or not the basketball is going to hit Celebrate when the basketball goes
the hoop into the hoop!
Discuss what each portion of the
equation represents and have students give an
oral description of each piece
Play the final video showing the
basketball entering the hoop

Extension Activities/ Next Steps (where will this lesson lead to next)

This will lead into the identification of the vertex in the vertex form, and the identification of the axis
of symmetry
This will also lead into students creating the graphs from the parent graph themselves when given
a function
In the future, students should be able to identify the transformations to the parent function based on
the graph
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)

The Lesson:

The Teacher:

References

Desmos activity: https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae

Basketball Task: https://tapintoteenminds.com/3act-math/will-it-hit-the-hoop/