Cooperative Learning and Inquir Based Learning Based Lesson Plan

Teacher Candidate(s): Course:

Mustafa Karatas Algebra I
Stage 1 Desired Results
Topic: Quadratics Functions Concept: Quadratic Functions
90 min
Subject: Mathematics Grade: 8th

Texas State Standards:

A.7(A) Graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if
possible, including xintercept, yintercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry.
A.8 (A) (Solve quadratic equations having real solutions by factoring, taking square roots, completing
the square, and applying the quadratic formula.
Primary Objective(s):
Students will be able to solve quadratic equations by graphing and using square roots.
Pre-requisites:
The student applies the mathematical process standards to solve, with and without technology,
quadratic equations and evaluate the reasonableness of their solutions. The student formulates statistical
relationships and evaluates their reasonableness based on real-world data.

Possible Misconceptions:
Students may have confusion if the quadratic function is not written in standard form.
Materials and Equipment:
Mimio Pad, Video, Projector, Chromebook, Desmos Calculator, Graphing Calculator, Popsicle sticks,
rubber bands, a plastic spoon, and a hot glue gun

Stage 2 Assessment Evidence

1. Pre-Assessment:

Students will do bell work activity review a previous lesson related to the quadratic functions

2. Post-assessment:

Students will take the quiz and it will be reviewed

The Exit Ticket will act as a summarizer to review main concepts of the lesson.

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Stage 3 Content Development

1. Introduction of Content: Begin Lesson with a hook question for introducing the class

project

If you were Old Stone Age how would you use mathematics to build a catapult?

2. Exploreguided or independent:

Use desmos activity. Students play a game in pairs where one member of the pair picks a single
parabola from a collection and the other asks yes/no questions in an attempt to guess which parabola
their partner chose. The game provides students with a reason for noticing important features of
parabolashow else will you tell them apart?and this in turn provides a need for words to name
these features. Does your graph cross the x-axis twice? is a common question in Polygraph that leads
to naming roots, for example. Some of this vocabulary development is built into the structure of the
activity; classroom discussion following the activity can provide more of it.

Watch clip from the movie or you tube, discuss how they utilized, how can be modeled with
mathematics

Introducing the driving question. If you were Old Stone Age how would you use mathematics to
build a catapult? In this project, students will build a catapult and model the equations. So, students
will produce a model and they will get a concrete understanding of the quadratic equations. Secondly, it
is challenging students will not only design a catapult they also implement their knowledge such as
finding maximum height of the object, where the object lands, and solution of quadratic functions.

Students will make background search for the catapult Students will have a group discussion. I will be
walking around to make sure everyone actively participating the activities and discussions. I will
evaluate how students effectively ask questions each other and their contributions to their groups.

Discussion Questions
What are some examples of the catapults in real life, and which (if any) do you use?
What do you think makes one catapult better than another? What do you think is the ultimate goal or
purpose of a building catapult?
How do you make more accurate model?
After the discussion, students will build a catapult using Popsicle sticks, rubber bands, a plastic spoon,
and a hot glue gun to design bigger version of it. Then test in the safe place. After that Students will be
Working in their groups and answer following questions.

(a) Why is it important to know the roots of this function? What do the roots tell us? What do the roots
represent in this context?

3203 North Sam Houston Parkway West, Houston, TX 77086 Tel: (713) 777-5557 Fax: (713) 777-5559
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 (b) Where does the graph intercept the yaxis?

(c) How long was the object in flight for?

(d) What was the maximum height reached by the object?
(e) After how many seconds did the object reach its maximum height?

Students will test miniature catapults and will choose the best design.

Students will model the best design with quadratic equations with help of graphing calculator. Students
will use spreadsheet properties record data and then they will use data statistics to find line of best fit
using regression. Students are already familiar those properties from linear functions.

Independent Practice:
The skill practice sheet can be used as an assessment tool to make sure the students understand key
attributes of the quadratic functions and graph them and understand the meaning of the maximum and
minimum height of a parabola. Students will work on different real life model and identify the meaning
of the vertex and roots.

.
3. Closure: Students will take the quiz and it will be reviewed

The Exit Ticket will act as a summarizer to review main concepts of the lesson.

Stage 4 Extensions and Assistance

1. Extensions/Enrichment:
Students will explore the idea of graphing polynomials by Graphing y = x3 , y = x3 , y = x3 and y
= 3x3 on the same coordinate grid.

2. Technology Integration: Students will use graphing calculator and chromebook to do

activities aforementioned. Students analyze key attributes of quadratic functions by graphing
calculator.

Appendices (see attached):

Timing outline

5-10 minutes Bell Ringer

30-35 minutes Polygraph Activity
https://teacher.desmos.com/polygraph-parabolas 10-15 minutes Introducing the Driving
Questions
15-20 minutes Group Activity Discussion
25-30 minutes Building Miniature Catapult

3203 North Sam Houston Parkway West, Houston, TX 77086 Tel: (713) 777-5557 Fax: (713) 777-5559
www.northamerican.edu
Guided Practice:

3203 North Sam Houston Parkway West, Houston, TX 77086 Tel: (713) 777-5557 Fax: (713) 777-5559
www.northamerican.edu
3203 North Sam Houston Parkway West, Houston, TX 77086 Tel: (713) 777-5557 Fax: (713) 777-5559
www.northamerican.edu
Kahoot Quiz
https://create.kahoot.it/#quiz/73618485-839f-46de-90fb-eeacaf02295a

Individual Work & Homework

Find the equation of the axis of symmetry and the coordinates of the vertex of the graph of
each function.
1. y = 3x2 + 1 2. y = x2 6x + 2

3. y = x2 8x + 12 4. y = 2x2 5

Graph each function. Label the axis of symmetry and the vertex.

3203 North Sam Houston Parkway West, Houston, TX 77086 Tel: (713) 777-5557 Fax: (713) 777-5559
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 5. f(x) = x2 + 6x 2 6. f(x) = 3x2 + 9x 8

7. f(x) = 4x2 8x + 1 8. f(x) = 5x2 + 10x 4

9. A soccer simulator shows the flight of a soccer ball. The table at the right shows the height of the
ball, in feet, as a function of time, in seconds. Use technology to find a quadratic function that is a
reasonable fit to the data. Use the function to predict the height of the ball
at 3 seconds. Round to the nearest hundredth of a foot.

10. A golf ball is chipped into the air from a small hill with an upward velocity of 50 ft/s. Its height h in
feet after t seconds is given by the function h = 16t2 + 50t + 10. What is the maximum height the ball
reaches? How long will it take the ball to reach the maximum height? How long does it take for the
ball to hit the ground?

3203 North Sam Houston Parkway West, Houston, TX 77086 Tel: (713) 777-5557 Fax: (713) 777-5559
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11.
12.

13. 14
.

3203 North Sam Houston Parkway West, Houston, TX 77086 Tel: (713) 777-5557 Fax: (713) 777-5559
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15. 16.

17. 18.

19.

***GT
The number of bacteria in a refrigerated food is given by
20 2 20 + 120 for 2 x 14 and where x is the temperature of the
food in Celsius. At what temperature will the number of bacteria be minimal?

3203 North Sam Houston Parkway West, Houston, TX 77086 Tel: (713) 777-5557 Fax: (713) 777-5559
www.northamerican.edu