c
 

Michael Pearson
mp235@hawaii.edu
November 15, 2010
Math/ MA.AI.10.4-7
11th Grade
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þearners:
G ^apaa High School 10th, 11th and 12th graders.
G Diverse ethnicities and socio-economic backgrounds.
G One student with an IEP, gets to use notes on tests and
receive extra time on assessments

þearning Environment:
G Meet daily, 5 times a week, 53 minute periods.
G First and Second periods, 33 and 34 students
respectively
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G [his unit is part of the Algebra II HCPS III

standard. Quadratic Equations.
G MA .A11.10.5 ± Apply quadratics to real world
situations
G MA.A11.10.6 ± Solve quadratic equations in complex
number system
G MA.A11.10.4.- Factor Polynomials representing perfect
squares
G [his unit ties directly to the standards by
providing students with the opportunity to graph
and manipulate parabolas electronically.
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GStudents will be able to answer these

questions:
G What equations can give us curves that reflect light and
sound back to a focus?
G What is the next step in complexity past simple linear
equations?
G What physical processes might they model?

G What is the Big Idea?

G Parabolas and quadratic equations are important tools
for describing a large number of real-world processes
and tools.
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G [
    
    
G I will use
http://jwilson.coe.uga.edu/
EM[668/EMA[6680.F99
/Erbas/emat6690/Insunit/p
arabola/parabola.html to
help plan the lesson
GI will set up accounts
on Voice[hread for
students to use to make
their projects.
G Œ
G Students will use [I-83/84
graphing calculators and the
lessons at
http://jwilson.coe.uga.edu/EM[6
68/EMA[6680.F99/Erbas/emat6
690/Insunit/parabola/parabola.ht
ml
G Students will use Voice[hread
to make their projects
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G [echnologies implemented: Voice[hread,
Graphing Calculators, Elmo, Web lessons,
PowerPoint, Grapher (a Mac equation graphing
program)
G What educational technology standards are
addressed in your plan?
± Critical [hinking
± Problem Solving
± Decision Making
G I assume students have some familiarity with
graphing calculators, web browsers, and
PowerPoint
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G Students will learn via short lectures and guided
exploration of the web lessons linked to above.

G Students of varying abilities will be given more

time, and the more capable students will be asked
to help their peers when they have finished.

G Retention and synthesis will be promoted by the

creation of a presentation.
c 

     

â Students will produce a PowerPoint

presentation, annotated in Voice[hread, where
they describe how to solve quadratic equations.
â Students will have the opportunity to
demonstrate their understanding in writing, via
graphing/drawing and verbally (last two in
Voice[hread).
â [he use of PowerPoint, Grapher, Voice[hread
and graphing calculators will demonstrate that
students are using technology.
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â Students will be given short quizzes for

comprehension after being taught each of the 3
major methods to solve quadratic equations.
â Formative assessments of homework,
classwork, and notes.
â Summative assessment via a unit test.
â Students will be given a rubric that describes
what is needed in their presentation. [heir
presentations will then be assessed based on
that rubric.
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G Determine how well the students did on the

various assessments
G Give a written survey to the students to have
them assess how much they liked learning
using this much technology
G ^eep notes and Voice[hread recordings on
my own annotated lesson plans.