Alexis Nardo

Fall 2013

Properties of Graphs of Quadratic Functions

A. CONTEXT OF LESSON: The students just finished graphing quadratic functions. They kno hat steps are required to graph a function !ut they ha"en#t generali$ed anything a!out quadratic graphs. They ha"en#t !een introduced to the definitions of "ertex or axis of sy%%etry or the equations used to find the%. This lesson ill allo the% to find patterns in graphs of quadratic functions and to use those pieces to dra the graph. B. OVERARCHING UNDERSTANDING:

&!jects are %ade up of se"eral parts. '(raphs of quadratic functions ha"e se"eral parts.) This o!jecti"e ill !e considered %astered hen the students successfully la!el the different parts of a graph 'y*intercept+ axis of sy%%etry+ x*intercept+ "ertex) 100, of the ti%e. Learning Objective -ecogni$e that kno ing the axis of sy%%etry+ y*intercept+ x* intercept and "ertex can help students graph a quadratic function -ecall the equation for the axis of sy%%etry -ecall the equation used to find the x*coordinate of the "ertex and the y*coordinate of the "ertex Find the axis of sy%%etry of a function !y looking at the graph Find the "ertex of a function !y looking at the graph Find the "ertex of a function ithout graphing it Find the axis of sy%%etry of a function ithout graphing it UKD# Bloo !ssess ent "For ative#$u ative%

.1

/o%prehension

/lass ork

01

0no ledge

/lass ork+ %atching ga%e

02

0no ledge

/lass ork+ %atching ga%e

11

Application

/lass ork+ %atching ga%e+ exit slip /lass ork+ %atching ga%e+ exit slip /lass ork+ %atching ga%e+ exit card /lass ork+ %atching ga%e+ exit card

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Application Application Application

Alexis Nardo

Fall 2013

3astery is set at 100, !ecause students can#t !e considered %asters of content if they don#t get it right e"ery ti%e.

C. LEARNING OBJECTIVES and ASSESSMENT:

D. RELATED 2009 VIRGINIA STANDARDS OF LEARNING:

A44.56 The student ill recogni$e the general shape of function 'a!solute "alue+ square root+ cu!e root+ rational+ polyno%ial+ exponential+ and logarith%ic) fa%ilies and ill con"ert !et een graphic and sy%!olic for%s of functions. A transfor%ational approach to graphing ill !e e%ployed. (raphing calculators ill !e used as a tool to in"estigate the shapes and !eha"iors of these functions.

E. MATERIALS NEEDED:

7tudent copy of notes+ 73A-T !oard and 73A-T !oard presentation+ acti"ity cards for %atching acti"ity+ ans er sheets for %atching acti"ity+ exit slips

F. PRE-ASSESSMENT DATA:

8arlier in the year+ students co%pleted student in"entories a!out their learning %odality. 1uring this ti%e+ each student co%pleted se"eral different questionnaires to deter%ine hat their preferred learning style as. This allo ed %e to see ho each student learned !est and allo ed the student to learn %ore a!out his9her learning style. This infor%ation as recorded and ser"es as the !asis for differentiation of content currently. 4 include se"eral "isuals in e"ery presentation for the "isual learners as ell as %ake sure that 4 thoroughly explain all concepts "er!ally for the auditory learners. 4 try to ha"e at least one hands*on acti"ity for e"ery lesson so that the kinesthetic learners are a!le to relate to the %aterial as ell.

4 also %ake note of the students o"erall acade%ic progress in %athe%atics: if a student is notorious for struggling ith %athe%atics+ 4 %ake sure to keep a close eye on hi%9her during the 2

Alexis Nardo

Fall 2013

lesson and accurately note ho ell the student is doing on the current lesson. 4 pay close attention to this so that 4 don#t %istakenly place the student in the lo est tier !ased on his9her track record !ut instead that 4 place hi%9her appropriately for the current lesson. This is "ery i%portant so that all students ha"e an equal chance at pro"ing %astery for each lesson regardless of prior lessons.

Additionally+ 4 ill %ake note of each student#s current reading le"el and take this into account hen 4 a% %aking the notes. 4f a student is at a lo reading le"el+ 4 ill include the "oca!ulary on their copy of the notes and 4 ill !e careful to define all ords that they %ight not kno . This ay+ as 4 a% going through the notes+ they aren#t confused a!out the "oca!ulary used.

G. PROCEDURE: &i e' () in *athe atical &as+s to be Used, &eacher &houghts#!ctions#Questions BEFORE: 4 ill stand outside of the classroo% and greet all students as they co%e into class for the day. 4 ill ask the% ho their day is going so far+ ho they thought the ho%e ork ent last night+ ho they think they are doing ith the content so far+ if they ha"e any !ig plans for the eek+ etc. This ill allo %e to get to kno the students !etter+ hile also %aking the students feel elco%e and 3 As the students co%e into the classroo%+ they ill let %e kno ho their day is+ hat they are ha"ing difficulties ith+ and o"erall let %e kno ho they feel a!out the content thus far. They can also tell %e anything else that is on their %ind. !nticipated $tudent -o ents, Questions, !ctions, and $trategies

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Alexis Nardo &i e' () in

Fall 2013 !nticipated $tudent -o ents, Questions, !ctions, and $trategies

*athe atical &as+s to be Used, &eacher &houghts#!ctions#Questions gi"ing the% a sense of !elonging in the classroo%. As a ar%*up 4 ill ha"e students graph quadratics using a ta!le+ this is a re"ie fro% the pre"ious lesson.

;hen the students get settled+ they ill ork on a ar%*up that 4 ill ha"e up on the 73A-T !oard.

&nce they are done+ 4 ill ha"e se"eral students After e"eryone is done+ e ill go o"er the ar% co%e to the !oard to graph the quadratics and up pro!le%s as a class. explain ho they did it. Next+ 4 ill ask if the students had any questions on the pro!le%s that ere assigned for ho%e ork: 4 ill go o"er hate"er questions arise during this ti%e. DURING: Today e ill go o"er properties of para!olas To start off the lesson+ 4 ill ha"e students look at the graphs that they %ade for the ar%*up. 4 ill ask students if they kno the %eaning of "ertex+ axis of sy%%etry+ x*axis or y*axis. 4f they say yes to any of the a!o"e+ 4 ill ask the% to find these pieces in the graphs fro% their ar%*ups. 4f no student re%e%!ers hat these are+ 4 ill start the presentation and explain hat each co%ponent represents as e go. Next+ 4 ill start the 73A-T !oard presentation+ hich co"ers finding "ertex+ y*intercept+ x* intercept+ and the axis of sy%%etry !y looking at the graph. 2< %in &nce e ha"e gone o"er the definitions of these ter%s and ho to find the% on the graph+ 4 ill introduce the equations for each concept and sho the students ho they could find each part ithout graphing the equation. As 4 go through the 73A-T !oard presentation+ students ill follo along on the handout of the notes that 4 handed out: they ill fill in the !lanks hen needed. The students ho are at a lo er reading le"el ill ha"e all the "oca!ulary defined on their handout. 1uring this ti%e+ 4 ould like students to !rainstor% a!out the different co%ponents of the graph. After+ 4 ill ask if anyone has questions on the ar%*up pro!le%s or on the ho%e ork pro!le%s. The students ill take out their ho%e ork and look it o"er to %ake sure they understood it.

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4f the students kno hat the co%ponents are+ 4 ould like the% to share ith the class.

Alexis Nardo &i e' () in

Fall 2013 !nticipated $tudent -o ents, Questions, !ctions, and $trategies This "isual and kinesthetic approach should help the students ho learn !est "isually or kinesthetically.

*athe atical &as+s to be Used, &eacher &houghts#!ctions#Questions ;hen e get to axis of sy%%etry+ 4 ill ha"e the students fold their paper o"er on the axis of sy%%etry so that they can "isually see that the graph %atches up on !oth sides. 4 ill also de%onstrate this !y using %e ar%s as the t o sides of the para!ola and %y head as the "ertex and sho ing ho if 4 fold %y ar%s together they ould line up and %y head ould stay constant and !e the "ertex. As e go through the presentation+ e ill go through se"eral exa%ples that explore finding these characteristics using graphs and alge!raically. 4 ill do se"eral exa%ples as a class and then let the students co%plete the rest of the exa%ples either indi"idually or in groups. 1uring this ti%e 4 ill alk around and keep track of hich students are grasping the %aterial and hich students still see% to !e struggling. To do this 4 ill ha"e a chart that lists each student#s na%e and the topics e are co"ering in class today. As 4 alk around 4 ill put a check next to the students ho see% to !e understanding the %aterial+ a & in the !oxes of the students ho still need so%e ork+ and an = in the !ox of any student ho see%s co%pletely lost.

As e go through the exa%ples+ 4 ill do so%e as a class and then ha"e the students ork indi"idually or in groups to do the rest.

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After e ha"e finished the presentation and the in*class exa%ples+ 4 ill hand out a %atching acti"ity to each group of students and they ill ha"e to ork together to %atch the quadratic function+ the "ertex+ axis of sy%%etry and graph of each function. 4 ill group the students according to ho ell 4 percei"ed the% as kno ing the %aterial+ !ased on the ta!le that 4 co%pleted during their ork earlier. The students ho see% to grasp the %aterial "ery ell ill !e orking on the highest le"el+ tier 1+ %atching acti"ity. The students ho

The students ill !e grouped according to their progress on %astering the content. They ill all !e orking on a %atching acti"ity dealing ith graphs. The students ill ha"e a !ag of equations+ graphs+ "ertexes+ and axis of sy%%etries: they ill also !e gi"en an ans er sheet to record their ans ers. >o e"er+ so%e of their ans er sheets ill ha"e %ore infor%ation filled in and others ill !e co%pletely !lank. This ill help the struggling students !ecause they can spend %ore ti%e on the %ore i%portant parts and less ti%e on the aspects that aren#t as critical to the lesson.

Alexis Nardo &i e' () in

Fall 2013 !nticipated $tudent -o ents, Questions, !ctions, and $trategies

*athe atical &as+s to be Used, &eacher &houghts#!ctions#Questions 4 %arked ith a & and needed %ore practice ill ork on tier 2 %atching acti"ity+ and the students ho are struggling the %ost ill ork on tier 3 %atching acti"ity. The students fro% each le"el ill !e sorted into groups of 3*2 students and ill ork together to co%plete the acti"ity. At the end of the acti"ity+ 4 ill collect all of the ans er sheets and look the% o"er after class. 3astery ill !e deter%ined hen the students successfully %atch the graph to its axis of sy%%etry and "ertex 100, of the ti%e. The y*intercept+ and x*intercepts are %easured hen the students %atch the equation to the graph. >o e"er+ during the lesson e used the graph to find the intercepts !ut did not relate the% !ack to the equation+ so this part of the acti"ity ill not !e assessed. 4n addition+ not all groups ere required to %atch the graph to the equation so data cannot !e collected. 3astery is set at 100, !ecause students can#t !e considered %asters of content if they don#t get it right e"ery ti%e. Although it is not counted to ards %astery+ tier 1 and tier 2 students ill !e gi"en feed!ack a!out ho they %atched the graph to the equations. Although it ill !e challenging+ they should !e a!le to figure the% out. AFTER: ;hen e ha"e finished the lesson+ 4 ill ask the students if they ha"e any questions. 4 ill then quickly recap hat e ent o"er today.

8ach student should understand the steps used in the acti"ity. 8ach student should also record their ans ers and their ork on the o n paper

7tudents ill ask any questions that they still ha"e at this ti%e. The su%%ary of the class ill help students pull e"erything together. This ill also allo the students to see that e"en though a large portion of the class as spent in differentiated groups+ e"eryone learned the sa%e %aterial and orked ith the sa%e !asic concepts.

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After ards+ 4 ill hand out a quick exit slip for students to co%plete* this sheet ill allo %e to see hat the students understand and hat 4 %ight need to go !ack o"er during the next 6

Alexis Nardo &i e' () in

Fall 2013 !nticipated $tudent -o ents, Questions, !ctions, and $trategies ?efore the end of class+ the students ill ork on the exit slip to the !est of their a!ility.

*athe atical &as+s to be Used, &eacher &houghts#!ctions#Questions lesson. The exit slips ill not !e differentiated !ecause 4 ant to see hat the students kno as a hole and co%pared to each other. This ill allo %e to see hich students kno a!out the sa%e %aterial and hich students are struggling at the sa%e parts. This ay 4 can use this as a !asis for differentiation during the next lesson.

H. ASSESSMENT: 4 ill !e a!le to tell if students %astered the criteria !ased on ho ell they did on the acti"ity. 4 ill kno that a student has %astered the %aterial if he9she got the axis of sy%%etry and "ertex correct for each graph. 4f they didn#t get the% all correct then they clearly need %ore practice and should not !e considered %asters of the %aterial. The sa%e for%ula and idea is used for each of the pro!le%s so as long as they understand the concepts+ then they should get the% all correct. 4f the students see% to understand the %aterial and the %ajority of the class %astered it+ then 4 ill !e a!le to %o"e onto the next lesson during the next class. >o e"er+ if less than half of the students ere a!le to %aster the %aterial+ then 4 ill spend the !eginning of the next class re"ie ing9re*teaching this %aterial until the %ajority of the students are a!le to %aster it. At this ti%e+ 4 ill set up acti"ities or stations or find extra ti%e for tutoring to allo the students ho didn#t %aster the %aterial a chance to !etter understand it and %aster it.

I. EXPLANATION OF DIFFERENTIATION DURING THE LESSON:

-ontent' Throughout the lesson+ 4 present the %aterial se"eral different ays. Throughout the presentation+ 4 "er!ally state the %aterial and the concepts that e are co"ering: the students also ha"e a handout ith the slides+ hich includes the "isuals that acco%pany the concepts. Finally+ kinesthetic learners are reached hen 4 ha"e the students stand up and de%onstrate "ertex and axis of sy%%etry ith their hands and head during the notes+ also hen 4 ha"e the students fold their paper in half to de%onstrate axis of sy%%etry. 4n addition+ the final acti"ity is kinesthetic and allo s the students to connect the different concepts together. /ontent is also differentiated !ased on reading le"els: the students at the lo er reading le"els are gi"en handouts that include all the "oca!ulary definitions of the larger ords so that they don#t struggle ith "oca!ulary

Alexis Nardo throughout the lesson.

Fall 2013

Process' The lesson is differentiated !y process as ell. As e go through the content+ the students ill ork indi"idually or in s%all groups to ork through the practice pro!le%s. At this ti%e 4 ill alk around and help students one*on*one 'direct instruction) if needed and also ad"ise students to ork in groups to get help fro% each other 'peer assisted). 7tudents also ha"e the choice of orking indi"idually or in groups !ased on their learning preference.

Product' The last ay that this lesson is differentiated is through product. The final acti"ity+ the %atching ga%e+ is the product of this lesson. This !rings together e"erything fro% the lesson and gi"es students a chance to sho hat they ha"e learned. The lo est tier+ tier 1+ has all of the equations filled in. This is the trickiest part of the acti"ity and e didn#t explicitly go o"er ho to %atch the equation to the graph during the lesson so gi"ing the% these equations ill %ake it a little easier and it ill allo the% to focus their ti%e on finding the axis of sy%%etry and "ertex of each graph hich is hat the focus of the lesson as on. The next tier+ tier 2+ has half of the equations filled in. This is for the sa%e reason as tier 1+ this is the hardest part of the acti"ity and 4 ould rather the students spend their ti%e orking ith axis of sy%%etry and "ertex. The final tier+ tier 3+ hich is for the students ho see% to !e grasping the %aterial fairly ell+ has the entire ta!le !lank. These students are capa!le of finding axis of sy%%etry and "ertex ithout %uch of a pro!le% so 4 left the equations !lank !ecause using hat they kno in order to %atch the equations ith the graphs ill !e a great challenge for the%.

J.

HAT COULD GO

RONG

ITH THIS LESSON AND

HAT

ILL I DO ABOUT IT!

7e"eral things could go rong ith this lesson: the ar%*up could re"eal that the students are confused a!out the pre"ious lesson and need clarification !efore they can learn the ne %aterial. 4f this happens+ 4 ill take ti%e at the !eginning of class to go !ack o"er the concepts fro% the pre"ious class and try to clear up any %isconceptions. &ne of %y fears ith e"ery lesson is that the lesson ill fail or that the students ill fly through the %aterial and 4 ill ha"e too %uch ti%e. 4f e run out of %aterial !efore e run out of ti%e+ 4 ill go !ack and do so%e re"ie questions fro% pre"ious lessons in chapter 5 that e ha"e gone o"er. 4f the students do not get the %aterial at all and e do not ha"e ti%e to get through the lesson+ 4 ill adjust the next day#s lesson to allo ti%e to finish this lesson. Also+ as far as technology goes+ the 73A-T !oard %ight not ork+ in this case+ 4 ill go o"er the slides using the hite !oard and graphing !oard.