Classroom Interactions

Title of Lesson: Parabola Applications

UFTeach Students Names: Taylor Whitley and Laura Ross
Teaching Date and Time: November 12, 2013; 9:35-10:25 (Laura) and 10:35-11:25 (Taylor)
Length of Lesson: 50 minutes
Course / Grade / Topic: Algebra 2 / 11th Graders / Applications of Quadratic Equations
Source of the Lesson: This lesson was developed, in part, based upon a Texas-Instruments Lesson
designed specifically for the TI-Nspire calculator, which can be found at
http://education.ti.com/en/us/activity/detail?id=2EB0D97661E9433CB69623207E9E15AB.
Embedding Strategies Based on Observations:
Based on the readings and what happened in class, I am including the following teaching strategies with these students
because
Recommended strategy

Reason for selecting this strategy

Putting students into planned partnerships.

I selected this strategy of putting students into planned

partnerships based upon the difference in student participation
in both of our lessons. The students were interacting with each
other very differently during the course of the first two lessons
that we taught, and I believe that this was, in part, because we
randomly placed the students into different groups each time.
This time, we are going to, in our observation, pay special
attention to which students we think would work well with each
other, and with the help of Mrs. Palmer, thoughtfully (not
randomly) assign partners to each student.
I selected this strategy of using technology with the students
because during the first two lessons, we used almost no
technology other than the Prezi or PowerPoint. The students
will be more engaged with using the TI-Nspire calculators,
because they are able to use a very technologically advanced
calculator to help them solve a few applications of quadratic
equations problems.
When the students are able to lead discussion as much as
possible, it will help them to become more engaged during the
sharing portion of the lesson. Rather than me, as a teacher,
ask the students questions, I will have the students share most
of what they think about the lesson.
By beginning the class with a movie clip, the class seems to be
more engaged at the start, rather than starting the class with
questions. Especially the clip that will be used during this
lesson, about a food fight, will help students to become curious
about what they are learning during this lesson.
When we observed, we saw no connections to the real-world
when the students were completing exercises. Giving the
students a reason to completing the exercises and helping
them to feel like what they are completing is useful and
relevant to their future lives will help them to become more

Use technology with the students.

Give students a chance to share their findings with

the class.

Begin the class with a video clip.

Connecting mathematical concepts to real-world

applications.

Classroom Interactions
interested and engaged in the activities.
Common Core State Standards (CCSS) / Next Generation Sunshine State Standards (NGSSS):
(CCSS) / (NGSSS) with Cognitive Complexity:
Standards Number
Benchmark Description
MACC.912.F-IF.3.7
Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using
technology for more complicated cases.
Graph linear and quadratic functions and show intercepts,
maxima, and minima.
MACC.K12.MP.4.1
Model with mathematics.
MACC.912.A-REI.4.10

Understand that the graph of an equation in two variables is

the set of all its solutions plotted in the coordinate plane, often
forming a curve (which could be a line).

Cognitive Complexity
Level 2: Basic
Application of Skills &
Concepts
Level 3: Strategic
Thinking & Complex
Reasoning
Level 1: Recall

Concept Development:
Graphing parabolas is the basis for solving the applications of a quadratic equation. Quadratic
equations are in the form:
, and when graphed, form a parabola. Prior to learning
about how to use a graphing calculate and the quadratic equation to solve applications, students
need to understand how to graph a parabola by hand. By hand, students should find the x-coordinate
of the vertex
and then plug that into the original equation to obtain the y-coordinate of the vertex.
In a real-world application, students should understand that this point represents either the maximum
or minimum of the values given by the equation. To distinguish between the maximum value or
minimum value, students need to understand that if the coefficient (in the form of either:
(
)
or
) is negative, the graph is reflected over the x-axis and the vertex is a
maximum. If the coefficient is positive, the graph is not reflected over the x-axis and the vertex is a
minimum value. Students need to understand how to rearrange given quadratic equations into these
forms and then understand that one in these forms, the maximum and minimum values correlate to
the units and situation given in the problems to solve.

Classroom Interactions
Performance Objectives
Students will apply the characteristics of parabolas to solve real-world problems, such as:
o Finding the vertex to find the maximum or minimum amount and
o Interpreting the meaning of the coefficient of the
term in terms of the reflection of the
parabola.
Materials List
Lesson PowerPoint or Prezi (1 Copy)
Video Clip from NUMB3RS Television Show (1 Copy)
TI-Nspire graphing calculators (1 per group of 2 students)
TI-Nspire graphing calculators Directions Worksheet (1 per group of 2 students)
Exploration Worksheet (1 per student)
Explanation Worksheet (1 per student)
Evaluation Worksheet (1 per student)
Advance Preparations
Prepare the appropriate PowerPoint or Prezi and load it during Mrs. Palmers first period class.
Using observations in class and the input of Mrs. Palmer, group students into groups of two
and make a list of the partners.
Gather the TI-Nspire graphing calculators and make sure they are charged.
Make copies of the necessary TI-Nspire Direction, Exploration, Explanation, and Evaluation
Worksheets.
Safety
Instruct students that they will be using very fragile TI-Nspire calcuators. The calculators will
stay on the desk, the students will only perform the indicated operations that are instructed on
the directions sheet, and in no way will do anything to harm the TI-Nspire calculators.

Classroom Interactions
ENGAGEMENT
What the Teacher Will Do

Teacher will welcome the class and

instruct them to take their seats based
on the position of their nametag.
Teacher will write name on the board
for students to reference when asking
questions.

Introduce video clip from the TV

Series, Numb3rs. The clip is from
Numb3rs, Season 2, Episode 24,
named Hot Shot.

What the Teacher Will Say

(include Probing
Questions)
Good Morning, everyone. As
Im sure you remember by now,
I am Ms. Ross/Ms. Whitley.
Please sit down at the desk
where you find your nametag.
Once you sit down, please put
your nametag on your shirt at a
place where I can clearly see it.
Right now, we are going to
watch a fun video from a TV
show some of you may know.
Its kind of an old one, so it is
okay if you do not know it. The
TV show is called Numb3rs.
During the episode, Hot Shot,
Larry is preparing for a food
fight within the Physics
department. To practice this, he
is catapulting grapes off a
spoon. So, now, lets watch the
clip.
*Starts video clip*

Start video clip at 30 min. 45 sec. and

end the clip at 31 min. 22 sec.
http://www.amazon.com/gp/
product/B005HFJDAG/ref=dv_dp_ep24
Ask a series of questions regarding
If the path of the catapulted
parabolas based on the video clip.
grape is graphed, what would
the shape of a graph be?

Thats right, a parabola.

If there was an obstacle that was
lower than his target, would
Larry have to worry about
avoiding it?

Thats correct!
What type of function could we
find that would represent the

Time:5 minutes
Student Responses and
Potential Misconceptions

Linear?
[The shape would look like a
parabola.]

No, because his grape is rising

and falling in the shape of a
parabola, so it would avoid the
obstacle anyways.

Classroom Interactions
path of Larrys grapes?

Thats right!
Are there any techniques that
Larry can use to can the path or
trajectory of the grapes?

End Engagement activity.

Hold the spoon in his hand, angle

the spoon differently, use different
sized grapes, move himself to a
different part of the room.

All of those are great answers!

Alright, so now that we have
discussed one real-world
situation in which parabolas are
involved, lets move on and do a
new activity that also involves a
real-world application!

EXPLORATION
What the Teacher Will Do

What the Teacher Will Say

(include Probing Questions)
The teacher will give students their Now, you will be participating in
partner assignments and have the
an activity with a partner. I will
students move their desks until they read the name of your partner out
are sitting beside their partners.
loud. Once I read the names of all
of the groups, you will do one of
two things: (1) you will raise your
hand if your partner is absent and I
will assign you to a different
partner, (2) you will move
yourselves so that you are sitting
beside your partner and facing me.
You will have 15 seconds to
complete these tasks.

The teacher will pass out the TINspire calculators and both the TINspire Directions Worksheet and
the Explore Worksheet to each

We could find a quadratic

equation, since that is how we
graph a parabola.

*Teacher reads partner names.*

(NOTE: if a student or students
is/are not present, the teacher will
regroup the students. It is allowable
to have one group of three students,
if necessary.)
You and your partner will be
receiving one calculator and two
worksheets each. It is okay to write
on the worksheets. One worksheet

Time:15 minutes
Student Responses and
Misconceptions

(My partner is not here.

May I work with a different
partner?)

Classroom Interactions
group. Each group will receive one
calculator while each student will
receive a worksheet.

will be titled Explore Worksheet

and the other will be titled TINspire Directions Worksheet.
The calculators you have in front of
you are called TI-Nspires, and they
have many different capabilities.
The characteristic of these
calculators that you will be using
today is the graphing feature. To
know how to use these calculators,
I have given you a TI-Nspire
Directions Worksheet, that
corresponds with your Explore
Worksheet and tells you step-bystep how to complete the activity
with the calculator.

The teacher will do an activity to

help students understand how to
graph a function, using their
calculators.

Just a quick warning, these

calculators MUST stay on your
desk, and you should only perform
the indicated operations that are
instructed on the directions sheet,
and in no way will do anything to
harm the TI-Nspire calculators.
Lets graph a sample function:
. What will be the
shape of this graph?
To graph this on your calculators,
press the ON button. Included in
your directions is a picture of the
important keys of the calculator.

Linear.

To graph an equation, the

directions refer to it as Opening a
New Document.
Under these directions, what button
does it say to press next?
Correct. Everyone press the HOME
key and then press the 1 key that
corresponds to the New Document
option.
Your calculator may ask if you
want to save the Unsaved
Document. Press No.

The HOME key.

Classroom Interactions

What key should we press next?

2 (Add Graphs).
Correct. By pressing this key, we
have opened up a blank canvas to
graph any equation on.
Now, lets type in the equation
. Note that you do not have
to type in the
. When typing in
, use the green circular key from
the diagram.
Then press ENTER. This will
graph your function.
To zoom, you can press the MENU
key, then 4 (Window/Zoom) then A
(Zoom-Fit).This will help you to
see most of the graph.
And that is how you graph the
function.
Any questions?

The teacher will explain the rest of

the activity.

The teacher will walk around and

ask probing questions to the
students.

Using the Exploration Worksheet

that I handed out to you, your
partner and yourself will answer
each question with the assistance of
your TI-Nspire. Make sure to think
outside of the box and give
thoughtful answers to the
questions. If you have any
questions, please raise your hand
and I will be walking around to
answer the questions.
Compare the vertex with the
maximum point found. What is the
difference?

What does the maximum mean in

the context of this problem?

What do the x-values and y-values

How do I zoom? How do I type in

the variable x? What does pressing
the 3 key mean? Etc.

There is no difference. They are the

same point.

The maximum height that the ball

travelled during the kick.

Classroom Interactions
represent?

The distance and height of the ball.

What are the differences between

these graphs?

How could you find the minimum

of the second graph that you drew?
EXPLANATION
What the Teacher Will Do
The teacher will have the students
explain their findings, and discuss
how they got their answers.
The teacher will make sure to call
on every group to see what they
have given for their answer.

Teacher Directions and

Probing/Eliciting Questions
Because everyone is done, we will
go over the answers to the
worksheets. I will be asking each
group to answer at least one of the
questions, so be ready to answer!
First, what was the most difficult
part of this activity?

The graphs have different vertexes;

one graph is reflected over the xaxis, the other is not.

Find the vertex of the graph.

Time:10 minutes
Student Responses and
Misconceptions

Working with the calculators,

working with my partner, sketching
the rough graph.

Next, this (projects on screen) is

the graph of the first equation from
number 1:
.

Group ___, what did the y-value

represent?
Group ___, what did the x-values
represent?
Group ___, what were the
coordinates of the maximum of this
graph?
Group ___, what were the
coordinates of the vertex of this
graph?
Group ___, how are the vertex of
the graph and the maximum of the
graph related?
Next, this (projects on screen) is
the graph of the equation from
question 3:
.

The height that the ball travelled.

The distance that the ball travelled.

(11,43)

(11,43)

They are the same point.

Classroom Interactions
Group ___, what is the difference
between this equation and the
equation you graphed from number
1?
The value is not negative in the
second equation.
Group ___, how did this difference
affect your graph?
Group ___, why is the value of
being negative important for
finding the answer to part (1)c?

This graph is not reflected over the

x-axis.

Because if was positive, we

would be finding the minimum
value of the graph.

Finally, this (shows on screen) is

the graph of the equation:

( )

Group ___, what is the difference

between this equation and the first
equation you graphed?
Group ___, how did this difference
affect your graph?

The teacher will pass out the

Explanation Worksheets to the
students and instruct them to fill it
out during the presentation.

The teacher will give a presentation

of notes for the students, asking
them questions the entire time.

Now, I will be passing out a halfsheet of notes for you to fill out
while we go through the rest of this
presentation. This short
presentation will be about summing
up the ideas you learned in your
activity today and how to apply it
to other real-world problems.
There are two forms of quadratic
equations that are used: standard
and general forms.
Standard form is:
, where the x-coordinate is found
with
and the y-coordinate is
found by plugging the x-coordinate
back into the equation.
(
)
General form is
where the coordinate of the

A different b and c value, or a

different vertex.
The graph had a different
maximum value, or the graph had a
different center, or vertex.

Classroom Interactions

The teacher will review the notes,

asking the students to reveal the
answers they got.

ELABORATION
What the Teacher Will Do
Talk about parabolas that are
present in the real world.

vertex is ( ).
Looking at our two forms, to find
out if the graph reflects over the xaxis or not, we look at the sign of
the term in both cases. If it is
negative, the graph is reflected over
the x-axis and looks like an upsidedown U, and if it is positive, it is
not reflected and looks like a Ushape.
When solving a real-world equation
that asks for the minimum or
maximum, like the equations today
or the ones on the board, you need
to calculate the vertex using the
correct way for the correct form.
If the equation has a negative
term, you will be asked to find the
maximum, and if the equation has a
positive term, you will be asked
to find the minimum quantity.
Following these steps will help you
to solve the problemjust be
careful when finding out exactly
what the question is
askingsometimes the question
may ask for the x-coordinate of the
vertex and other times the question
may ask for the y-coordinate of the
vertex.
Now, on the screen, are the answers
to the explanation notes worksheet.
Please check to make sure you have
the correct answers.

Probing/Eliciting Questions
If we look around, we can see
parabolas all around us. I want you
to think about all the real-world
examples you see. What are some
of those examples?

All of those examples are correct!

Here are some pictures of

Time: 10 minutes
Student Responses and
Misconceptions

Roller coasters, fountains of water,

a banana, the McDonalds arches,
golfing, Angry Birds, Satellites, etc.

Classroom Interactions

Give students real-world problems

to solve that involve parabolas and
quadratics.

Collect the TI-Nspire calculators.

Show problems and corresponding

pictures to students. The problems
and their pictures have been
included in the Prezi presentation.
Question 1:

Question 2:

Question 3:

Question 4:

examples! (Display the pictures on

the slide show.)
Now, we are going to work on
some more real-world problems
with parabolas, but these wont be
using the calculators, so my partner
will come around now and collect
those. While she is collecting your
graphing calculators, lets look at
some problems. For these, you will
be allowed to use your basic
calculators.
I will need one of you to go to the
back of the room and place your
calculator gently on the back
counter. The other partner will need
to come to the front of the
classroom and get two fourfunction calculators to use during
this next activity.
Let us now look at the problems:

Joseph threw a whiffle ball out of a

window that is four units high. The
position of the waffle ball is
determined by the parabola y = -x
+ 4. At how many feet from the
building does the ball hit the
ground? I have provided you with
another picture for this one.
A ball is dropped from a height of
36 feet. The quadratic equation
d = -t + 36 provides the distance,
d, of the ball, after t seconds. After
how many seconds, does the ball
hit the ground?
A ball is dropped from a height of
60 feet. The quadratic equation
d = 5t + 60
provides the distance, d, of the ball,
after t seconds. After how many
seconds, does the ball hit the
ground?
The height in meters of a projectile

The ball lands at the solution of

this quadratic equation. There are
two solutions. One at 2 and the
other at 2. This picture assumes
that Joseph threw the ball to the
right so that the whiffle balls lands
at 2.
The ball hits the ground at d = 0.
To find the value of t at this point
we must solve this quadratic
equation. 0 = t + 36, t = 36, t =
6. We do not include the value t=-6
because time cannot be negative,
only positive.
We want to find when d = 0, which
represents the moment when the
ball hits the ground.
d = 0, when 0 = -5t +60
5t = 60
t = 60 5 = 12

(12) 3.5
All we have to do is plug in 4 for t,

Classroom Interactions

Finish activity and move on to

evaluation.

EVALUATION
What the Teacher Will Do
The teacher will pass out the
evaluation and instruct the students
to complete it on their own. The
teacher will instruct the students to
raise their hand and give them their
completed papers, then sit quietly
at their desk until the bell rings.

at t seconds can be found by the

function h(t)=5t2+40t+1.2. Find
the height of the projectile 4
seconds after it is launched.
Great, now that we have completed
these problems, lets move on to
the evaluation.

Assessment
Find the maximum y-value of the
graph of the following equation:
.

Describe the shape of the graph of

the equation:
. How
do you know if the graph is
reflected over the x-axis or not?

so we are finding h(4).

h(t)=5t2+40t+1.2h(4)
=542+404+1.2
=81.2

Time:10 minutes
Student Responses

By finding the x-coordinate of the

vertex of the equation using
,
then plugging this value of into
the given equation to obtain the ycoordinate of the vertex of the
equation. Thus, the students will
obtain the answer of 37.

This equation is a parabola that

opens up. I know that this parabola
is not reflected over the x-axis
because the coefficient is
positive.

The shape of an arch-shaped bridge

can be best represented by the
quadratic equation:
( )
, where y
represents the height in meters of
the bridge and x represents the
length in meters of the bridge. If a
helicopter wants to fly over the
bridge, what is the minimum height
that it needs to be able to fly over
the bridge?

The students will solve this

problem by finding the maximum
height of the bridge. To do this,
they will finding the coordinates of
the vertex of the equation using the
fact that the equation is in the form
(
)
, where the
vertex is ( ). Thus, the
coordinate values are (
). The
students will know that the y value

Classroom Interactions
represents the height in meters of
the bridge, so the maximum height
of the bridge, which gives us the
minimum height that the helicopter
needs to fly over the bridge is 22
meters.

Classroom Interactions

TI-Nspire Directions

TO TURN ON:
1. Press the ON key in the lower left-hand corner of the calculator.
1.
2.
3.

4.
5.

6.
7.

1.
2.
3.
4.
5.
6.

TO BEGIN A NEW DOCUMENT:

Press the HOME key (looks like a
house) in the upper right-hand
corner of the calculator.
Press the 1 key on the calculator.
It will open up a New Document.
If the calculator asks, Do you
want to save Unsaved
Document?, highlight No and
press the SELECT key.
Press the 2 key on the calculator.
It will Add a Graph.
Type in the equation you would
like to graph. Make sure to use
the green circular X key for the
variable to be graphed.
Press ENTER.
To see the entire graph, press the
MENU key, 4 key, and then the A
key to zoom to fit the data.
TO FIND THE MAXIMUM/MINIMUM OF A GRAPH:
When looking at the graph, press the MENU key.
Press the 6 key (Analyze Graph).
Press the 3 key (for Maximum) or 2 key (for Minimum).
It will ask you for your lower bound, so scroll all the way to the left of your screen
and press the SELECT key.
Then, it will ask you for your upper bound, so scroll all the way to the right and
press SELECT.
The resulting point that appears on the graph will be the maximum point.

Classroom Interactions

Exploration Worksheet
Name: ________________________________________________

Problem: Randy is practicing his field goal kick at the football field. For his first hit, the
path of the football is modeled by the equation

, where x
(
)
represents the horizontal distance, in feet, that the ball travels until it first hits the ground.
1. Graph the equation

on your groups TI-Nspire using

(
)
the directions provided. Draw a rough sketch of this graph below.

2. Study the graph and answer the following questions:

a. What does the y value represent? (HINT: look at the problem)

b. What does the x value represent? (HINT: look at the problem)

c. Find the maximum of this graph by pressing MENU key -> 6 -> 3. It will ask
you for your lower bound, so scroll all the way to the left of your screen
and press the SELECT key. Then, it will ask you for your upper bound, so
scroll all the way to the right and press SELECT. The resulting point will be
the maximum of your graph.

Classroom Interactions

(
)
d. If the general form of a parabola is
coordinates and y-coordinates of the parabola.
Thus, what are the coordinates of the vertex?

and are the x-

e. How are the maximum of the graph (found in c) and the vertex (found in d)
related?

3. Begin a new document and graph the equation:

(
)
your groups TI-Nspire. Draw a rough sketch of this graph below.

on

a. What is the difference between this equation and the equation you graphed
from #1?
b. How did this difference affect your graph?
c. Why is the value of
part (1)c?

being negative important for finding the answer to

Classroom Interactions

4. Begin a new document and graph the equation:

your groups TI-Nspire.

( )

on

a. What is the difference between this equation and the equation you graphed
from #1?
b. How did this difference affect your graph?

Classroom Interactions

Explanation Worksheet
The two forms of quadratic equations are _________________:_____________________
and _________________:_____________________.
To find if the graph reflects over the x-axis or not, we look at the ________________,
or ____ term.
When solving a real-world equation that asks for the minimum or maximum,
we need to calculate the _______________ using ______________.
The _____________ will be a minimum if _______________________________________________.
The _____________ will be a maximum if _______________________________________________.
Be careful when finding out exactly what the question is asking for!

Explanation Worksheet
The two forms of quadratic equations are _________________:_____________________
and _________________:_____________________.
To find if the graph reflects over the x-axis or not, we look at the ________________,
or ____ term.
When solving a real-world equation that asks for the minimum or maximum,
we need to calculate the _______________ using ______________.
The _____________ will be a minimum if _______________________________________________.
The _____________ will be a maximum if _______________________________________________.
Be careful when finding out exactly what the question is asking for!

Classroom Interactions

Evaluation Worksheet
Name: ________________________________________________
Directions: Using your notes sheet and what you have learned today in class to
solve the following problems. SHOW ALL OF YOUR WORK.
1. Find the maximum y-value of the graph of the following equation:
.

2. Describe the shape of the graph of the equation:

you know if the graph is reflected over the x-axis or not?

. How do

3. The shape of an arch-shaped bridge can be best represented by the

quadratic equation: y = 0.5(x 50)2 + 22, where represents the height in
meters of the bridge and represents the length in meters of the bridge.
If a helicopter wants to fly over the bridge, what is the minimum height
that it needs to be able to fly over the bridge?