UKanTeach 5E Lesson Plan

Author(s): Courtney and Emily

Team Member(s): Courtney Bush and Emily
Colebank
Dates lesson will be taught: 11/3 & 11/5,
11/10 & 11/11
Grade level: 9th grade
Is this Teach 1 or Teach 2: Teach 2

Title of Lesson: Extending Parabolas

Lesson Source/References:
1. Geometry (class book)
2. Parabola Handbook/lesson (Wendy)
3. http://www.intmath.com/blog/mathematics/is-the-gateway-arch-aparabola-4306

Essential Understanding/Big Ideas: Students should be able to recognize if a function or a graph is a parabola.
They should then be able to find the input and outputs (points) of the function and graph them. The parabola
handbook will help them make connections and notice different shifts in parabolic functions.
*not every curve is a parabola

Knowledge Package:

Objectives: SWBAT:
-Recall what a parabola is, along with any other vocab
associated (directrix, vertex, focus, axis of symmetry).
-Graph parabola functions.
-Identify shifts in the different graphs.
-Justify if a function is a parabola.

Aligning Assessments to Objectives:

-Engagement---discussion of what a parabola is
(examples).
-Be able to graph a parabola on their own.
-Make the parabola handbook---be able to find inputs and
outputs or x-values and y-values to graph a parabola.
-Recall that points that make up a parabola are equal
distance from the focus and directrix.
-All objectives should be tested in the parabola
handbook.

Preassessment: (given Friday 10/30)

Standards:
NGSS Science and Engineering Practice Standard:
1.Askingquestions(forscience)anddefiningproblems(forengineering)
2.Developingandusingmodels
5.Usingmathematicsandcomputationalthinking
7.Engaginginargumentfromevidence
8.Obtaining,evaluating,andcommunicatinginformation

Science Content Standard:

N/A
Common Core Math Practice Standard:
CCSS.MATH.PRACTICE.MP22. Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP33. Construct viable arguments and critique the reasoning of others.
Common Core Math Content Standard:
CCSS.MATH.CONTENT.HSG.GPE.A.2 Derive the equation of a parabola given a focus and directrix.
CCSS.MATH.CONTENT.HSF.LE.A.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or
(more generally) as a polynomial function.
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more
complicated cases.
CCSS.MATH.CONTENT.HSF.IF.C.7.A
Graph linear and quadratic functions and show intercepts, maxima, and minima.
CCSS.MATH.CONTENT.HSF.IF.C.9
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions).
Common Core English Language Arts Practice Standard:

IntegrationofKnowledgeandIdeas
7.Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellasinwords.

Accommodations:
2nd Hour: No specific accommodation needed, however we should make sure we clarify statements and make sure
everyone is helped.
3rd Hour: One ELL student present - will work to clarify and give basic written instruction (directions on board) where
applicable as well as make sure everyone is getting help; working with partners will help clarify things faster and
easier.
General: Give clear instructions and behavior expectations so students know what is expected of them during the
lesson. Have a partner assigned to ELL students to make sure they understand how to assemble the parabola
handbook. Otherwise, students should work together if they have questions or need more understanding.

Safety: Make sure students are behaving and using scissors and staplers appropriately, staying on task. While we
want students to learn, we want this activity to be fun. We will keep the mood light-hearted so students feel
comfortable participating fully, creating an inviting environment. Students should also remember to respect their
classmates different views and/or interpretation of what a parabola is.

Equipment/Materials:
28 Parabola booklets

28 Scissors (school provided)

3 Staplers
Directions for creating parabola (3rd page in link below)

28 Post-assessments (last page of link above)

Engagement: Estimated Time: ____5____

What the teacher does AND how
will the teacher direct students:
(Directions)

Bellwork:
Review parabolas:
Go over/turn in homework
--make sure they know the vocab

Probing Questions: Critical

Expected Student Responses AND
questions that will connect
Misconceptions - think like a
prior knowledge and create a student to consider student
Need to know
responses INCLUDING
misconceptions:
What did we learn about
parabolas? What do we know so
far?

How do we find the points that

make up a parabola?

Now what kind of function or

equation will give us/make a
parabola? *think back to when
you last worked with them
A parabola is a quadratic equation.
That means it involves three
variables---Y=ax2+bx+c

What equation gives us a line??

Okay, so what equation might a
parabola be?

-the bold fixed line is called the

directrix
-the bold fixed dot is called the
focus
-the lowest or highest point of a
parabola is called the vertex
-the axis of symmetry splits the
parabola in 2 equal halves
-theres a pattern
-it is equal distance from the focus
and the directrix
-I dont know

-y=mx+b
-y=mx2 +b?

So is this equation y=x2+5x+25? yes!

Why??
It has a squared value of x
Its a quadratic equation!
What about (x+2)(x+2)? What
No yes
does it equal?
----x2+4x+4
(x-1)(x-4)?
yes

*hint: were going to

expand/FOIL
(FOIL=FIRST, INNER, OUTER,
LAST)

----x2-5x+4
You get x2!

Teacher Decision Point Assessment: Students will participate in discussion---I expect students to list off the
vocab they learned (bolded words above) and think back to what theyve previously learned/know what a
parabolas equation might be. We will do examples of quadratic equations to make sure they understand and can
notice what creates a parabola.
Exploration: Estimated Time: ____10____
What the teacher does AND
what the teacher will direct
students to do: (Directions)

Probing Questions: Critical

questions that will guide
students to a Common set
of Experiences

Expected Student Responses AND

Misconceptions - think like a
student to consider student
responses INCLUDING
misconceptions:

We are going to graph quadratic

equations today .
-You have dealt with and graphed
linear equations.
*We wont be using a calculator
today
We are going to make a table of our
x and y values or inputs/outputs to
find the points that make up our
parabola.
In this packet we are going to make,
you have multiple quadratic
equations to solve.
---First, lets make our Parabola
handbook. You are going to cut
horizontally then the first page to
lay down/is the bottom page will
have a #2 on the left and #19 on
the right.
*I have written out directions and
the page numbers in order that they
should go, on the board. (they
should be stacked in order on the
left and opposite order on the right)
---Continue lining up the pages then
fold in half and staple in the middle.
*be careful with the scissors and
little talking while putting your
handbook together
**help your neighbors out if they
need it but stay in your seats
Once youve completed your

How did you make a graph

before knowing the linear
equation?
----Did you use a calculator?

Which way is horizontally?

Any questions?
Can I have someone help me
pass out the scissors and
packets?

I dont know.
yeah

across/sideways
this way ------

Which way do the papers go?

handbook, put all of your other

materials (scissors, scraps) away
and wait for further instructions.

Teacher Decision Point Assessment: Students will ask questions on how to assemble the handbook. They will
be working quietly at their seats and helping their partners.

Explanation: Estimated Time: ____15_____

What the teacher does AND
what the teacher will direct
students to do: (Directions)

Now open to the second page of

your handbook
*Complete an example of a parabola
with the class on the board/doc
cam.
Y=x2
We are going to set up a table to
find the x and y values of the
function.

Clarifying Questions: Critical

questions that will help
students Clarify their
Understanding and
introduce information
related to the lesson
concepts & vocabulary
check for understanding
(formative assessment)

X
-2
-1
0
1
2

Y
(4)
(1)
(0)
(1)
(4)

Is this
equation a
parabola,
based off of
what we know
so far? Why?
---In order to graph this function,
what should we do first? How
can we make graphing this
equation easier?

Expected Student Responses AND

Misconceptions - think like a
student to consider student
responses INCLUDING
misconceptions:

yes
Its x2
Find our x and y values/inputs and
outputs

plug 0 into x

----How can we find what y= if x

=0?

y=1
a positive 1
*continue filling out y-values

its a parabola!!
Now that we have all the points,
What about x=-1? What does y=
graph them accordingly and connect ?
them.
*plug in (-1)2----a negative times
a negative gives us what?
*Make sure we connect our points
and put arrows on the end.
What does our graph look like?
Complete the next or the 2 next
problems in the handbook with the
class.
*talk about the different shifts in the
graphs, compared to the graph
before.
Now you must complete the rest of
the handbook on your own. You can
talk to your neighbors or raise your
hand if you have questions.
*no using calculators
When you have finished, turn your
handbook over and make your own
quadratic equation on the back.
(DONT SOLVE)
---If time, have a partner and solve
each others equation.
---Go over certain problems that the
students have trouble with, as a
class.

Discuss the differences in the

To include all of our points

Our graph is never ending

Why do we need to do that?

Steps to complete:
1. Find your x and y values
2. Graph the equation
3. Explain how the first
equation
is different from the
first one.
Plug ((0)-1)= -1, now square which
equals 1
((-1)-1)=-2, now square---- =4
How can we find the y values of
(x-1)2?
*you can factor or just plug in
the x value into the equation
---What is y going to equal if
x=0?
---x=-1 ?
(negative times a negative =

graphs as a class if theres enough

time.

***EXTENSION: create concept map

on parabolas

positive)
What different shifts did you
see?
How did this graph change form
the next one/one before?

Teacher Decision Point Assessment: Students should be working on their booklets, possibly with a partner.
Have a class discussion if time permits. We will work on certain problems as a class, which they should help
answer.

Elaboration: Estimated Time: _____7_____

What the teacher does AND what
the teacher will direct students to
do: (Directions)

Probing Questions: Critical

questions that will help
students Extend or Apply
their newly acquired
concepts/skills in new
situations

Expected Student Responses AND

Misconceptions - think like a
student to consider student
responses INCLUDING
misconceptions:

Now, knowing what youve learned

about parabolas, justify if these
graphs are parabolas.

Is the St. Louis Arch a parabola?

-yes!!
-Maybe..
-no because it doesnt have equal
points

How can we prove if it is a

parabola?
The St. Louis arch is actually not a
parabola. It is pretty close but if we
put some graph paper on the arch,
well see that the points are not equal.
Proof:
http://www.intmath.com/blog/mathem
atics/is-the-gateway-arch-a-parabola4306

(page 1 and 2 can be used for

elaboration)

Lets graph points and see if

they are equal!
(show picture of arch and mark
graph/unit lines on picture---find
points of intersections) What
are some intersection points?
Do these points line up on both
sides?
**the second picture will show
how the points/intersections
dont line up or are not equal so
it is not a parabola.

-if it looks u-shaped

-the points on the parabola are of
equal distance

-no they are a little off

-the ends arent wide enough for it to
be a parabola

-I think so
-Yes
-It looks like a parabola
-The points have to be equal
distance---same on both sides
What about this graph above? Is
it a parabola?

Why? How can we prove it?

Teacher Decision Point Assessment: Students will work out problems on the board and/or discuss as a
class----I expect students to think about the problem and come up with a reason why they think or dont think the
graph or other objects are a parabola.

Evaluation: Estimated Time: ____3_____

Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives.
During the day Formative Assessment (Day 2):
Students work and involvement in discussion, as well as working on their handbooks---I expect students to give
answers and think about what makes a parabola. They will ask questions and work with partners on homework.
End of the day Summative Assessment (Day 2):
Students will fill out as much as they can of the post-assessment (on the 4th page of the link above under
equipment)

Extension activities/Back up plans:

Flip example problem paper over and create a concept map with everything they learned about parabolas.