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Quadratic Function Lesson Plan

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628 views

Quadratic Function Lesson Plan

Uploaded by

api-240990169
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Natalie Edge

STANDARDS/CURRICULUM TIE
Interpret the parameters in a linear, quadratic, or exponential function in terms of a context. (FLQ-E 5)

LEARNING OBJECTIVES
Students will be able to interpret the parameters in a quadratic function in terms of a context. Given a function, students will be able to (i) distinguish whether it is quadratic or not, and (ii) if it is quadratic, they will be able to state whether it opens up or down.

LANGUAGE OBJECTIVES
Students will be able to display data sets in charts, and provide a verbal interpretation of the data. (For emerging speakers, they can simply point to their chart and graph, and state a few of the key words from the academic language).

ACADEMIC LANGUAGE:
Quadratic, parabola (parabolic), linear.

MATERIALS:
Smartboard/whiteboard, multimedia projector, handouts for students (included at the end of this document), pencil, graphing calculators.

INTRODUCTION:
We will explore a particular problem about sharks jumping out of the water. We will figure out whether a straight line or a parabola is a better way to model the sharks' jumps. (Watch short clip of "air jaws.") We will discover the general form for quadratic functions, where a0.

PROCEDURES: Stage 1:
Start off by watching a short clip of sharks jumping out of the water. Then explain the following information:

Natalie Edge

QUADRATIC FUNCTIONS
By South Africas seal island, great white sharks have been seen jumping up to 10 feet out of the water. Some scientists want to study the mechanics behind the sharks jump, so they place a pole on a buoy. It extends 9 feet beyond the surface of the ocean. They place bait hanging 1 foot to the right of the pole, four feet up. They observe a great white propelling itself towards the bait. They first notice the shark when it is 5 feet below the surface and 2 feet to the left of the pole. It swims and jumps, following a parabolic curve. It snatches the bait, and returns to the water 3 feet to the right of the pole. On the board, I will work with the class to model this information into a graph, an example is below:

Natalie Edge

Stage 2:
Students will work in small groups, on a task sheet that is related to the class discussion. (It is included at the end of this document). If I notice them struggling, we will work on it together.

LESSON MODIFICATIONS/CULTURAL RESPONSIVENESS/DIFFERENTIATION:


-When discussing about whether parabolas open up or down depending on the sign of the first term, I will make sure to give many examples using pictures and graphs. When describing it as open upwards, I will make a "C" shape with my hand, and hold it up or down when applicable. -When asking for interpretations of the data in the graph or on the chart, I will keep simple clear vocabulary, simply asking whether the graph is linear or parabolic. "Is it linear, or parabolic?" I will ask this question as I point to the specific graph I have a question about. -When working on the task sheet, I will make sure they are working in small groups and that they are receiving adequate help from their peers. I may simplify the task sheet for my ELL students. -For the assessment, I will simplify the vocabulary in the questions. For example, in problem 1, I will simply list the functions, followed by "Is it a parabola?" To which they can write yes or no. The second problem will simply ask, "Does this parabola open up or down?"

ASSESSMENT:
1) Circle the quadratic functions:

2) Given:

Does this parabola open upwards, or downwards?

Rubric: Maximum of 3 points: +1 for circling +1 for circling +1 for stating it opens downwards

Natalie Edge

CLOSURE
I will assess the students understanding, specifically on the work they did on their task sheets. Questions to ask in open discussion: -What happens to our parabola if a is negative? -If a=0, is it still a quadratic function? Why or why not? -Write down some examples and nonexamples, and ask a student to explain why or why that particular is a quadratic function (or not).

SCHOOL/HOME CONNECTIONS
This is a fun topic, because when left to the imagination, you can use parabolas to describe many different things: part of a roller coaster, an eagle diving, a man jumping on the moon, etc. I would encourage students to go home (this could be an actual assignment, or for extra credit), and brainstorm with their parents/siblings what they could model with a parabola. They'd simply have to show the shape of a parabola, give their parents an example, perhaps even the one I used with sharks. Then they could try to think of something else, and draw a picture of that example. There doesn't have to be specific numbers or data, or even words. Just the shape of a parabola associated with their artwork. I'd hang up the art in the classroom.

Natalie Edge

HANDOUT
(This handout complements the discussion)

Name_________________________________________ 1) Complete the first two columns of the table. With the information we have, do you think we can find a function that satisfies the information given? x y -5 0 3 4 3 f(x) What do we need to know?

2) After finding the function, fill out the third column of our table.

3) Using a graphing calculator, graph this function. Draw the x and y axiss, and label appropriately.

4) What are your values for a, b, and c?

5) What happens to your graph if you change a=1?

6) What happens if a=0?

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