Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr- Algebra 2

Unit: Lesson Title: Grade/Period:

Quadratic Relations and Conic Exploring Conic Sections Algebra 2/ 10th-11th
Section grade

CCSS or State Standards:

G-GPE.1. Derive the equation of a
circle of a given center and radius
using the Pythagorean Theorem;
complete the square to find the
center and radius of a circle by an
equation.
G-GPE.2. Derive the equation of a
parabola given a focus and directrix.
G-GPE.3. Derive the equations of
ellipses and hyperbolas given the
foci, using the fact that the sum or
difference of distances from the loci
is constant.

ISTE Standards
1. Creativity and innovation
1.a. Apply existing knowledge to
generate new ideas, products, or
processes
1.b. create original works as a means
of personal or group expression
2. Communication and collaboration
2.a. Interact, collaborate, and publish
with peers, experts, or others
employing a variety of digital
environments and media
2.b. Contribute to project teams to
produce original works or solve
problems
3. Research and information fluency
3.b. Locate, organize, evaluate,
synthesize and ethically use
information from a variety of sources
and media

Resources and Materials:

Textbook- Pearson Algebra 2
Common Core
ISBN 9780133186024
Chapter 10
Webquest and Teachers Guide
Conic Selfies
 Baker College Teacher Prep Lesson Plan Form
Objective:
What students will know and be able to do stated in
student friendly language (use Blooms and DOK levels
for higher level thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will indicate
student understanding of concepts/skills What is it you
want the students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all students and
their voices are included at the beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson. Should also
include estimates of pacing/timing.
I can:
- Determine the equation of a circle when given
the center and radius by using the
Pythagorean Theorem.
- I can determine the equation of a parabola
when given the focus and directrix .
What are the four types of curves known as conic
sections?
How can you derive the equation of a parabola given
a focus and directrix?
How can you derive the equation of a circle of given
center and radius using the Pythagorean Theorem?
How can you complete the square to find the center
and radius of a circle given by an equation?
How can you derive the equation of an ellipse in
standard form when given the foci of graph?
How can you derive the equation of a hyperbola
given the foci or vertices of the graph?
Students will work in groups of four and complete
the webquest assignment on a google document. All
students must participate on Todays Meet
https://todaysmeet.com/LessonPlan2, based on
collaboration and communication from pairs the
questions can be answered on Todays Meet.
- 0:00 Students enter. Displayed when they
arrive the agenda for the day. Students will
find their seat. Students will put their desks in
pairs.
Students will be directed to begin their warm
up as soon as their desks are situated.
Enter in the url, students will use their
student ID as their nickname in Todays Meet.
As a warm up students will ensure that they
can access Todays Meet by answering 3 short
questions.
Students are to answer todays warm up
question without using their textbook.
1. What is a conic section?
2. What are the 4 types of conic sections?
3. What does this equation represent?
Ax2 +Bxy +Cy2+Dx+Ey+F=0
- 0:05 should be set aside for this.
While students are completing their warm up
attendance can be taken. Todays Meet allows
for live feedback therefore the progress of the
Baker College Teacher Prep Lesson Plan Form

warm-up can be checked periodically as well

as, to ensure that all students are
participating.
Ensure that all students have accessed Todays
Meet before moving on.
This warm up leads us into what the students
will be discovering today, and therefore, the
answers will not be covered until the end of
the lesson.
Allow for any questions at this time.

- 0:07 Begin lesson.

Inform students that the Todays Meet will
remain open throughout class and any
questions students have they can throw them
into the Todays Meet or back channel.

Students will be working in pairs to begin

working on a webquest, which will serve as
their notes for the topic today Exploring
Conic Sections.

I will share the google doc with all of the

students in the class. Each student is to make a
copy of the document and complete the
assignment. (One member of the group can
make a copy and input their findings, as long
as they share the document with their partner
and myself at the end of the webquest.) This
will serve as the students notes for this
chapter.

Students will complete sections 10.1-10.3

today and the other sections will be completed
tomorrow. Students will be given the entire
webquest today, that way students can work
ahead if they so choose.

- 0:010 students will begin working in pairs on

their webquest assignment.
This will take the duration of the hour. While
students are working on their webquest I will
walk around the room in order to identify
struggling students. I will also continue to
check Todays Meet for questions.

I will encourage students to also check Todays

Meet and try to help other students with their
questions.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students think
critically about the concept/skill
Assessment:
List both formative and summative assessments that you
will use to assess student understanding. Formative
assessments are given during instruction (check for
understanding), summative are after completion of
instruction (how will you grade quiz, test, project,
paper, presentation, demonstration, etc.).
Differentiation:
Describe who will need additional or different support
during this lesson, and how you will support them.
Differentiated instruction could include testing
accommodations, preferential seating, segmented
assignments, a copy of the teachers notes, assignment
I will walk around the room and formatively
assess students progress. Checking to ensure
students are progressing through the
webquest. Ensure that both members of each
pair of students are collaborating to complete
the webquest.
If needed based on questions as well as
formative assessment I will draw the
classroom back to whole group discussion and
we will cover that section together.
- 0:45 bring the class back to a whole group.
Ensure all questions have been answered
prior to the end of the class.
Each pair of students will share their
webquest with me by the end of class. This will
allow me to ensure all students have the
information they will need in order to
complete the summative assessment, assigned
the next day after the completion of the
webquest.
Discuss homework assignment. Conic selfies
Show examples provided in document.
- 0:50 as an exit ticket students will answer
these questions on Todays Meet. Describe the
graph and identify the domain and range for
each equation:
1. y2-2x2=16
2. 3x2+3y2-12=0
3. 9x2-25y2=225
4. 36-4x2-9y2=0
Formative assessment, identified possible at-risk
population for further interventions, provide further
interventions and one on one support
Formative: see lesson plan 0:10, and 0:50.
Summative: Conic Selfies
For struggling students I have found Khan Academy
videos that help to walk students through all the
different aspects of conic sections.
https://www.khanacademy.org/math/precalculus/c
 Baker College Teacher Prep Lesson Plan Form
notebook, peer tutors, etc.
Summary, Integration and Reflection:
List the way that you will bring students together to
integrate and reflect on their learning from this lesson
onics-precalc
https://www.youtube.com/watch?v=-
1MzoyzWxo4&index=1&list=PLDDDAA7E0D61A5CF
A
Students will work in pairs and use technology in
order to complete the webquest which will provide
them with their notes for this section. This allows for
students to work collaboratively while achieving the
lessons objectives.
Students will also use Todays Meet in order to
address questions that they may have pertaining to
the assignment. This also allows for whole group
collaboration to solve a problem fellow students may
be facing, but this also alerts me to problem areas
students may have with the subject material.