Date : 4th November 2016

Time / Duration : 1 hour

Class : Form 4

Language Proficiency : Intermediate

Topic : Quadratic Function

Prior Knowledge : Students have already learned on substitutions, factorization and perfect square.

Learning Outcomes : 4.2 Find the maximum and minimum values of quadratic functions.

Learning Objectives : At the end of the lesson, students should be able to:

4.2.1 Determine the maximum or minimum value of a quadratic function by completing the square.

Educational Emphasis : Multiple Intelligence (Logical/Mathematical), Thinking Skills, Knowledge Acquisition, ICT Skills and Values
& Citizenship

Values : Cooperation among students when doing pair and group work.

Teaching Aids : LCD projector, notebook, Slideshow presentation, worksheet

 PHASE CONTENT TEACHING AND LEARNING TEACHER’S COMMUNICATION REMARKS
ACTIVITIES

1. Students are asked to be ready. 1. Are you all ready, students? Teaching Aids
BASKET AND BALL
SET INDUCTION 2. Students are asked about the 2. Now we are going to play a game  Basket
lesson they learnt before. and let’s go out from the class.  Ball
 Pupils tell about the way 3. I hope you all can enjoy the game
of doing substitutions, that you are going to play. Value
factorization and perfect 4. These are the rules and regulation  Courage
square. of the game.
3. Students are divided into 4  Each group must have 4 T&L Strategy
groups. students.  Student
4. Each group will get a basket  Each player must throw centered
with ball. the ball only one time.
5. Students must throw the ball into  Don’t cross over the line CCTS
the basket. when you throw the ball  Identifying
6. Students must throw it according and if you do so you will facts and
to different height so that the ball be considered as opinion
gets into the basket. disqualified. CCS
7. Group that put the entire ball  You can use any technique  Creativity And
into the basket wins. as you wish. Innovation
8. Students answer the questions 5. Now can you all answer my
asked by the teacher. questions?
9. Students identify the lesson that  How did you throw the
they are going to be learned ball?
today.  What is the maximum
 height that the ball
reached?
6. Now, can you guess what our topic
is today?
7. We knew that there is maximum
and minimum point in a quadratic
function. Today we are going to
identify the points through today’s
lesson
IMAGINATION Video On Completing 1. Students are introduced with the concept of 1. Do you remember the way of Teaching Aids
Square maximum and minimum values of a recognizing a quadratic  Video
quadratic function. function and express it in a
2. Students are emphasized about identifying general form? Value
the minimum and maximum values by 2. To identify the minimum and  Gratitude
considering about a. maximum values, first you
a) If a > 0, f(x) = a(x +p)² +q has a have to consider about a. T&L Strategy
minimum value of q when x = -p ; the 3. Then, you must do completing  Student
minimum point is (-p,q) square of the given equation. centered
b) If a < 0, f(x) = a(x +p)² +q has a 4. Let us see one of the examples.  Project
maximum value of q when x = -p ; ; the 5. Look at the way of doing the Based
maximum point is (-p,q) completing of square carefully Learning
3. Students learn the way of completing and follow the instructions.
square through a video. 6. A volunteer please come CCTS
https://www.youtube.com/watch?v=ZloeVbtC forward and solve the  Making
k8g quadratic function and inferences
4. Students follow the instruction of the determine value of (-p, q) as CCS
teacher with the aid of the video to find the the turning point.  Creativity
minimum and maximum values. 7. To determine whether it is a And
5. Teacher explains that the equation should maximum or minimum value Innovation
be written as a(x +p)² +q look at the a.
6. Students understand on finding minimum 8. Is that minimum or maximum
and maximum values. value?
7. Students will be given a project work in 9. Is your friend’s answer is
groups. (Appendix 1) correct?
 8. Students listen the instruction by teacher.
9. Students do Project Based Learning task by
discussing in groups within 20 minutes.
10. Students will check their answer with other
group members.
11. Students answer will checked by teacher in
the end.
10. Can you understand the way of
solving the quadratic function?
PBL :
1. Read the task given clearly.
2. Understand the problem.
Discuss in group and find out
the way to solve the problem
given.
3. You must finished this task in
20 minutes.
4. Now the group leader must
explain your works to other
groups.

1. Each student is given a number. 1. Now, teacher will give you all a Teaching aids:
2. Students are divided into groups according number.
PRODUCTION  Numbers
Deck of cards to the given number. 2. Students must sit in groups
 Quadratic
3. Students are divided into a group of 3. according to the number.
function
4. Each group gets 1 deck of number cards (1- 3. Each group will get a deck of
questions
10) 3 copies of each for a total of 30 cards cards. (Appendix 2)
with the answer sheet. 4. Each group will get marker
5. Each group only gets 1 calculator per 3 pens. Value
players. 5. Please follow the rules and
 Cooperation
6. The three players have their own role play regulations.
 which is as a caller, brain and calculator.  The brain will do the  Courage
7. The brain will do the calculations without calculations without using
using the calculators. the calculators. T&L
8. The calculator will do the factorization  ‘Caller’ says who was first Strategy
using the calculator. to get answer and checks the
 Student
9. ‘Caller’ says who was first to get answer answer using the given
centered
and checks the answer using the given answer sheet.
answer sheet.  The calculator will do the
CCTS
10. At the given signal, each group begins their factorization using the
working. calculator.  Study skills
11. Winner collects the cards as well. 6. As teacher blow the whistle,
12. After a signal from the teacher, players start doing your work. CCS
rotate their assignment (role). 7. Caller must check whether the
 ICT
13. Player with the most cards considered as brain or the calculator gets the

the winner. correct answer within the time

given.
8. As the next whistle blown,
players rotate your assignment
(role).
9. If the brain and the caller do not
know how to do please raise up
your hands.
10. Player who gets the most cards
will be the winner.
EVALUATION 1. Teacher distributes a graphing calculator 1. Students please get you a Teaching aids:
Video on determining the for each student. graphing calculator.
 computer
maximum and minimum 2. Teacher guides the student to input the 2. Now, we are going to
values value from quadratic function in the determine the minimum and
calculator. maximum values of a quadratic Value
3. Teacher uses the calculator to find the function.
 Cooperation
maximum and minimum value. 3. Please watch the video first.
 Courage
4. Teacher shows a video on determining the 4. Now, follow the instruction as
maximum and minimum values. shown in the video.
T&L
https://www.youtube.com/watch?v=qc39p3_H 5. Read the questions in given
Strategy
9kY worksheets.
5. Teacher passes the worksheets to the 6. Please answer the given  Student
students. questions with the aid of the centered
6. Students answer the questions with the aid calculator.
of the graphing calculator. 7. Please raise up your hand if CCTS
7. The students answer the questions you do not know the answers
 Study skills
accordingly. for any question.
 Evaluating
8. Students must answer the questions in
given time.
9. Questions that can’t be answered will be
CCS
discussed in the class.
10. Teacher discusses all the questions given Creativity And
with students. Innovation
Task 1 APPENDIX 2

Topic : Find the maximum and minimum values of quadratic functions.

Learning Objective : To determine the maximum or minimum value of a quadratic function by completing the square.

Learning Outcomes : Apply quadratic functions to real world situations in order to solve problems.

Introduction

Quadratic functions are more than algebraic curiosities—they are widely used in science, business, and engineering. The U-shape of a
parabola can describe the trajectories of water jets in a fountain and a bouncing ball, or be incorporated into structures like the parabolic
reflectors that form the base of satellite dishes and car headlights. Quadratic functions help forecast business profit and loss, plot the course of
moving objects, and assist in determining minimum and maximum values. Most of the objects we use every day, from cars to clocks, would not
exist if someone, somewhere hadn't applied quadratic functions to their design.

Finding the Maximum and Minimum

Another common use of the quadratic equation in real world applications is to find maximum (the most or highest) or minimum (the least or
lowest) values of something. Recall that the vertex is the turning point of a parabola. For a parabola opening downward, the vertex is the high
point, which occurs at the maximum possible y value. For a parabola opening upward, the vertex is the lowest point of the parabola, and occurs
at the minimum y value.

To use a quadratic equation to find a maximum or minimum, we usually want to put the quadratic equation into the vertex form of a quadratic
equation, . This lets us quickly identify the coordinates of the vertex (h, k).

Let's see how this works by trying a motion problem. The equation is commonly used to model an object that is launched or thrown. The
variable h represents the height in feet, and t represents the time in seconds. The other two values are usually given numbers: h0 is the initial
height in feet and v0 is the initial velocity in feet/second.

When working with this equation, we assume the object is in “free fall”, which means it is moving under the sole influence of gravity. There is no
air resistance or any other interference of any kind (not so likely in the real world, but still, these equations are quite helpful).

Problem :

A ball is launched upward at 48 ft/s from a platform that is 100 ft. high. Find the maximum height the ball reaches and how long it will take to get
there.