Stage 1: Who Are Your Students?

Prompt 1: What are the physical factors of the school and classroom?
I will be teaching at Kapaa High School. The room I will be teaching in is a former band room – it is spacious, air conditioned and
acoustically pleasant. There is a double white board, where the top can be pulled down to cover the bottom board. There is an
Elmo and a projector and a good-sized screen for projecting the lesson on. Most students (a mixture of mostly 11th graders with a
couple of 10th and 12th graders thrown in) sit at pair desks. There is also a row of individual desks for test-taking. The lessons will
take place first and second period.
Since these are mostly mature students, the seating is primarily alphabetical. I have observed no parental
involvement, with the exception of an email asking for a student's grade.

Prompt 2: What are the demographics of the community?

The students are ethnically grouped as follows: 19% Filipino, 8% Hawaiian, 26% part Hawaiian, 8% Japanese, 21% White, 18%
other. 22% of the community has graduated for college, 35% has some college, 30% graduated from High School, and 13% did
not. 51% of the families in the district have children under 18 – compared to 45% for the state. 22% of families are headed by a
single mother, compared to the state average of 18%.The median income for families in the district is $43K, compared to a sate
median of $50K.
Prompt 3: What are the main factors about your class that will influence your planning and
teaching?
The major factor for teaching my class (Algebra 2) is that the students are at least high school sophomores. These are
the more mature and accomplished students.
As is often the case, many have forgotten what they were taught in Algebra I and Geometry, so some short review is
necessary. All students are English-proficient. I do have one student with an IEP that allows her to use her notes on
tests and quizzes, but the rest of my students require no accommodations.

Prompt 4: What are the district, school, or master teacher expectations that might impact your
planning or delivery of instruction?
I will follow the HCPS III standards MA.AI.10.7 and teach students how to factor parabolas by completing the
square. I will assess the students with a short test. The teacher is out on maternity leave, so the only expectation she
has expressed is that I follow the state standards, make use of the textbook, and use the test-generating software that
she has loaned me.
 Stage 2: WHAT ARE THE ENDURING OUTCOMES?
Prompt 1: What Standards will this Unit Address?

This will address standard MA.AI.10.7 ,

Prompt 2: What Big Ideas Characterize This Unit?

The big idea of this unit is that parabolas and quadratic equations are important topics of standard high school
mathematics and can be used to model ballistic flight, bridge contours, arches, antennas, and telescopic mirrors.

Prompt 3: What Provocative Questions will guide this unit and focus teaching/learning?
What equations can give us curves that reflect light and sound back to a focus? What is the next step in complexity past simple
linear equations, and what physical processes might they model.

Prompt 4: What Enduring Outcomes will Students Acquire

Knowledge: Students will learn that quadratic equations yield curves that are important shapes, currently in
use in parabolic reflectors (sound amplifiers and telescopes)

Abilities: Students will be able to factor quadratic equations, find their zeroes, graph them, find the
maximum, minimum and axis of symmetry. They will be able to recognize whether a parabola opens up or
down, based upon the parameters of the quadratic equations.

Critical Thinking (or Process) Skills: Students will demonstrate the ability to find the maximum or minimum
Stage 3: What Evidence Will You Gather?
Prompt 1: Identify multiple forms of assessment that will provide evidence that students have
learned the standards; grasped the big ideas; and acquired the enduring knowledge, abilities and
process skills.
Home work quizzes (quizzes with questions directly from the homework), and test.

Prompt 2: I will know what students already know & understand about the unit’s big ideas and
enduring outcomes when they complete these diagnostic assessments.

Can students identify the Standard, Vertex, and Intercept Forms of the quadratic equations? Can
they convert from one form to another? Can they find the axis of symmetry, vertex, maximum and
minimum of a quadratic equation? Can they factor by X-Box, “completing the square,” and
quadratic formula?

Prompt 3: I will know whether students are grasping the unit’s big ideas and enduring outcomes
when they do these formative assessments.

Students will express confidence in their own ablity to describe the 3 basic forms of quadratic
equations, to find the vertex, axis of symmetry, and graph a quadratic equation. They will express
confidence in their ability to factor quadratic equations.

Prompt 4: I will know whether students have gotten the unit’s big ideas and enduring when they
complete these summative assessments.

Students will demonstrate their ability to describe the 3 basic forms of quadratic equations, to find
the vertex, axis of symmetry, and graph a quadratic equation. They will demonstrate their ability to
factor quadratic equations, via a test with problems designed to assess their ability to do these
things.

Prompt 5: What specific criteria will you use to evaluate student understanding, knowledge and
skills? (Attach rubrics and/or other applicable evaluation criteria.)
Can students identify the Standard, Vertex, and Intercept Forms of the quadratic equations? Can
they convert from one form to another? Can they find the axis of symmetry, vertex, maximum and
minimum of a quadratic equation? Can they factor by X-Box, “completing the square,” and
quadratic formula?
 NOTE: Stage 4 is developing the actual lesson plan. You will be doing that in a later module rather than in this form.

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