Learning Experience Plan21

Subject: Mathematics Grade level: 9th

Unit: Transformation of the Quadratic Functions Length of LEP: 45 mins

Topic: Analyzing graphs in the form f(x)=a(xh) + k by completing a square.

Content Standards:

1. F-IF.C.7b Analyze functions using different representations.

2. F-BF.B3 Build new functions from existing functions.

Literacy Standards:

1. L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.

2. W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and information to make im-
portant connections and distinctions; include formatting (e.g., headings), graphics (e.g., fig-
ures, tables), and multimedia when useful to aiding comprehension

Learning Experience Outcomes Learning Experience Assessments

Students will:
Compare the symbolic functions (such as (),
() and graphic functions of quadratic equations.
Sketch a graphs of a quadratic function in the form
f(x)=a(xh) + k by completing the square.
Write function defined by a quadratic graph by
transforming the quadratic parent function.
Differentiation (What will you do to meet the needs of students at these different levels?)
Students will:
Gather notes given in power point
form.
Use what they know about parent
functions, translations, shrinking
and stretching graphs to change a
function into a completed square to
show what is being done to the
graph.
Write steps to get the function
physical appearance when
completing square along with
guided notes.

Page 1
Approaching On-level Beyond
The students who Students who are on the level The students who are exceeding in
are struggling will where they are supposed to be this lesson will be given the
have to review their will be able to compare and opportunity to make their own
notes from previous contextualize various scenarios, questions and present it to the class to
section. They will which the lesson itself is receive extra credit and will be
be given a sheet complex. rewarded.
with pictures of
graphs where it
shows exactly what
the function is
doing.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Materials Procedures/Strategies
Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to
get them into the mindset of the concept to be learned)

For the beginning activity students will be at a point where they can
graph any given function such as cubic, square root, and cube roots. I
will give each student a task. On each table there will a paper with a
vocab. word, and the table is in charge of placing the word or graph on a
board in front of the class. The board will have sentences and graphs
where the student will match each word or function given.

Page 2
Anticipatory Set (focus question/s that will be used to get students
thinking about the days lesson)

We know how to graph regular equations as well as how to translate

and dilate graphs. Since we already know what functions are we will
explore graphing specific functions such as quadratic, square root, and
cube root, to perform horizontal and vertical translations, dilations.

Our focus is towards our knowledge about quadratics and how to

efficiently sketch a graph and knowing how to stretch and shrink
them. We also have to ask ourselves, how does the vertex form relate
to the regular standard form(based on previous lessons)? As well as
the effects of those form and its relation with the parent function.
What does it look like and where does it lie in the graph?
Activating Prior Knowledge (what information will be shared with/
among students to connect to prior knowledge/experience)

Go over examples using the following concepts.

Concepts students need to know for this specific lesson are:

Completing the square.

Graphing quadratic equations from vertex form and standard form.

Graphing cubic, square root, and cube roots.

Translating and Stretching/Shrinking functions.

Direct Instruction (input, modeling, check for understanding)

Start by creating a function and graphing the function. We will then do

the completed square of the function to go over how to do this . Then
as a class, we can go over how to graph this function. This will
convey that it is important skill that they should already know. I will
briefly go over previous topic in segments by using examples while
introducing the new ideas of parent functions.

Page 3
 Guided Practice (how students will demonstrate their grasp of new
learning)

Students will try to do their own examples. I will be giving them a

worksheet that will have numerous examples where they will have to
complete the square, determine the vertices, and determine what was
done to the parent function.

Independent Practice (what students will do to reinforce learning of the

lesson)

Students will work together to complete the work sheet given to practice
, how ever they will be required to independently work on how to they
did each step. Once they are done, we will go over it as a class and each
student will put their answer on the board.

Closure (action/statement by teacher designed to bring lesson

presentation to an appropriate close)

In the closure the students will summarize what they have done for the
lesson as well as present what they have learned in class the next day as
their sponge activity.

References: (https://www.engageny.org/resource/algebra-i-module-4-topic-c-lesson-21,https://cdn.kutasoftware.com/Worksheets/Alg2/Qua-
dratic%20Equations%20By%20Completing%20the%20Square.pdf)

Page 4
 Parent Function complete the square

quadratic function vertex form

Page 5
standard form cube root

square root domain

y - intercept x intercept

(h,x) coefficient

Page 6
 ax^2 + bx + c GCF

scatter plot zero roots

leading coefficient minimum value

maximum value table

Page 7
 vertex

y intercept

x intercept

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