Richard Rice 4.8.2013 Dr.

Ferreira

Unit Plan for Graphing Quadratic Functions

Unit: Section 5.1 Graphing Quadratic Functions Subject Area: Algebra 2 State Standard (HSCE): A2.6.1 Write the symbolic form and sketch the graph of a quadratic function given appropriate information (e.g. vertex, intercepts, etc.) Learning Objectives: Students will be able to: 1. 2. 3. 4. Graph quadratic functions. Find vertex, axis of symmetry, maximum, and minimum of a quadratic function. Find the roots of a quadratic function from its graph. Relate parabolas to everyday life.

Grade Level: 11th Grade Rationale/Overview of the Lesson: The unit that I will be teaching is regarding graphing quadratic functions along with teaching them the different components of a graph of a quadratic function, namely the vertex, axis of symmetry, roots, maximum, and minimum. The topic of quadratic functions is fairly complex and could take a long time for students to grasp. In addition, I believe that the topic of quadratics is one of the fundamental topics in Algebra 2 because they can easily be connected to the real world. For these purposes, I would like to provide enough time for students to gain a good understanding through taking more time to teach the concepts, reviewing concepts frequently, and connecting parabolas to real life by showing students where they exist in nature. To connect with real-life, I will do the following: 1) Use an episode of CSI in which a parabola is used to solve a case where a woman was hit by a bullet that was shot straight up in the air from 6 blocks away. 2) Show them pictures of different parabolas that exist in the world such as satellite dishes, the St. Louis Arch, and various others.

3) Design a project that enables them to open their eyes and find a parabola within Detroit city limits, trace that parabola onto a coordinate plane located on a piece of graph paper, and locate the vertex, axis of symmetry, tell whether the vertex is a maximum or minimum. The full project along with examples from students is located in the Appendix section. The game Angry Birds will be projected onto a large piece of graph paper so that I can use it to model exactly what I expect students to do for the project. The unit will begin with giving the students a pre-test that will look very similar to the post-test I will give them at the end of the unit. I will then use a series of five lessons to teach the topics listed above using the activities listed above. In addition, I will use the class period before the quiz to review the material and show them exactly what I will be asking on the quiz. Note: Attached as an appendix to this document will be an array of student work that is referred to within the lesson plans. Student work is arranged in chronological order. At the end of this document lies the final assessment I used.

LESSON PLANS LESSON PLAN #1 Student Teachers Name: Richard Rice Grade Level 11 Topic/Unit: 5.1 Parabolas Date: 3/11/2013 School: DIA District: DPS

GLCE/HSCE A2.6.1 Write the symbolic form and sketch the graph of a quadratic function given appropriate information (e.g. vertex, intercepts, etc.) Objectives Students will be able to: 1. Graph quadratic functions. 2. Find vertex, axis of symmetry, maximum, and minimum of a quadratic function. 3. Find the roots of a quadratic function from its graph. 4. Relate parabolas to everyday life. Learning Resources and Materials Microsoft PowerPoint Computer Projector Pre-test generated using Algebra 2 test Generator. Development of Lesson Introduction

Bellwork: Quick Write: how was your weekend? What did you do? (give me a paragraph) The purpose of the quick write is to ease students back into the regular schedule of school after a long week of testing. Methods/Procedures Agenda: -Bell Work (10 Minutes) - Pre-test (25 Minutes) - KWL chart (10 minutes) - Lecture Using PowerPoint (15 minutes) The lesson will begin with a quick write asking them about how their weekend was. After a week of testing, I want to give them a small writing prompt to ease them back into the normal procedures of the classroom. Once they finish writing about their weekend, I will then explain to them the topic of our next unit of study, namely Quadratic functions. I will then give them a pre-test that will allow me to see exactly what they know already and areas that I will need to spend more time teaching in the ensuing unit. Once students complete the pre-test, I will then check their understanding of parabolas further through a KWL chart I will begin using PowerPoint. Once we fill in the K and W sections, I will then begin a lecture regarding quadratic equations. There will likely not be much time to go into an in depth lecture regarding parabolas, however the lesson will resume the following day. Accommodations/Adaptations Ms. Brown or Ms. T will be in the room working with students who have special needs. Within the class, there are a variety of special needs including hearing impaired, emotionally impaired, and other impairments that hinder learning. Most work can be done using the TI-Nspire handheld calculator. Students will be able to use their books, notes, and calculators for any homework or assessment they have. I will be circulating around the room as much as possible throughout practice so that I can answer any questions they may have and provide extra scaffolding.

Practice Today will be an introduction to quadratics where they will be taking notes for a short period of time that will take place after the pre-test. Within this lecture, there will not be much opportunity for practice. I will finish the introduction the following day and then begin to cover material that will require practice. Check for Understanding/Closure Due to the fact that today is a basic introduction and will have a lot going on within the class period, there will most likely not be enough material covered in order to provide a proper closure.

Outcomes/Assessment/Evaluation Unit quiz on quadratics will be given at the end of the unit.

Teacher Reflections: Students were not excited about taking the pre-test. However, knowing that it would not count against them helped their anxiety levels to decrease tremendously. The results of the pre-test were not good at all, which was to be expected. Most students at least tried most of the questions, but there were still a good number of them that simply gave up on trying to solve the problems because they convinced themselves they did not know how to do the problem. For KWL, I ended up typing everything the students said into a PowerPoint that was projected onto the whiteboard. This seemed to work well. However, there was nothing permanent for the students to refer to that was posted on the wall. In the future, I plan to use the post-it paper for any charts or visual aid so that they could be posted onto the wall for students to refer to. The powerpoint I used for third hour proved to be a much better powerpoint for what I wanted to teach. In first hour, I was sure that the powerpoint I selected was fit for my lesson. However, when I went into the powerpoint, it was completely wrong. The issue was that I created a lesson plan for this section one month prior to me actually teaching the lesson, and I trusted that the powerpoint I selected was correct. I was sadly mistaken. Before third hour, I went through another slideshow that regarded more of what I wanted to teach on and use that for third hour. This powerpoint was much better, therefor the class was much better and students were much more engaged. I will begin using this powerpoint for 1st hour the next time we meet.

LESSON PLAN #2

Student Teachers Name: Richard Rice Grade Level 11 Topic/Unit: 5.1 Parabolas

Date: 3/13/2013 School: DIA District: DPS

GLCE/HSCE A2.6.1 Write the symbolic form and sketch the graph of a quadratic function given appropriate information (e.g. vertex, intercepts, etc.) Objectives Students will be able to: 1. Graph quadratic functions. 2. Find vertex, axis of symmetry, maximum, and minimum of a quadratic function. 3. Find the roots of a quadratic function from its graph. 4. Relate parabolas to everyday life. Learning Resources and Materials Microsoft PowerPoint Computer Projector Large White board Clip of an episode of CSI Picture of Parabolas in nature Development of Lesson Introduction Bellwork: Make a list of different parabolas that you see in nature on a daily basis. The purpose for the bell work is for students to think about where they might see parabolas in nature in an attempt to make the subject of quadratics more relevant for them. Methods/Procedures Agenda: - Bell Work (7 Minutes) - Bell Work Discussion (5 Minutes) - CSI video (15 minutes) - Discussion regarding parabolas in the video (10 minutes) - Show more parabolas in real-life (5 minutes) - Lecture using PowerPoint (10 minutes) - Give Homework The lesson will open with getting students to think about different parabolas they see in nature and in everyday life. I will then go into showing them different parabolas in life through showing a short video clip from a CSI episode and a PowerPoint containing different pictures of parabolas in life. Once I have shown them parabolas in life, I will then

continue my lecture from the previous day regarding finding the axis of symmetry and vertex. Within this lecture there will be guided practice. The lecture will end with giving a homework assignment containing four problems asking them to find the vertex and the axis of symmetry of the quadratic equations. Accommodations/Adaptations Ms. Brown or Ms. T will be in the room working with students who have special needs. Within the class, there are a variety of special needs including hearing impaired, emotionally impaired, and other impairments that hinder learning. Most work can be done using the TI-Nspire handheld calculator. Students will be able to use their books, notes, and calculators for any homework or assessment they have. I will be circulating around the room as much as possible throughout practice so that I can answer any questions they may have and provide extra scaffolding.

Practice Homework: - give homework finding axis of symmetry and vertex: 1) y = 3x^2 - 2x + 2 2) y = -2x^2 + 4x -2 3) y = x^2 - 3x+ 4 4) y = -x^2 + 2 Check for Understanding/Closure Ask students to repeat the steps for finding the axis of symmetry and vertex in unison. I will give a hypothetical problem and ask them to together walk me through the solution to the problem. Outcomes/Assessment/Evaluation Unit quiz on quadratics will be given at the end of the unit.

Teacher Reflections: This lesson went very well and I believe the students really enjoyed it. Through the video, students were able to see how parabolas could be applied to real-life, especially crime investigation, which the students were very interested in. Students also enjoyed seeing the pictures of different parabolas that are found throughout the world. Going through these activities seemed to wake them up in a sense and they seemed to be engaged better during the lecture because of it as well. This lesson worked great for both classes I taught and I look forward to using it again. In the future, I will possibly do a miniature project

with the students regarding the CSI video. However, as it stood, the students really enjoyed it.

LESSON PLAN #3 Student Teachers Name: Richard Rice Grade Level 11 Topic/Unit: 5.1 Parabolas Date: 3/15/2013 School: DIA District: DPS

GLCE/HSCE A2.6.1 Write the symbolic form and sketch the graph of a quadratic function given appropriate information (e.g. vertex, intercepts, etc.)

Objectives Students will be able to: 1. Graph quadratic functions. 2. Find vertex, axis of symmetry, maximum, and minimum of a quadratic function. 3. Find the roots of a quadratic function from its graph. 4. Relate parabolas to everyday life. Learning Resources and Materials Microsoft PowerPoint Computer Projector iPad Angry Birds game located on iPad Large Whiteboard Large Post-it paper with grid Development of Lesson Introduction Bellwork: Find axis of symmetry y= -3x^2 - 2x + 3 y= 2x^2 + 4x 3 The bell work will serve as a review and formative assessment to see how well they understood the previous lesson.

Methods/Procedures Agenda: - Bell Work - Bell Work Discussion - Go over Homework - Lecture: how to find roots - Model Project using Angry Birds - Assign Project/answer any questions

(7 Minutes) (5 Minutes) (15 minutes) (10 minutes) (10 minutes) (10 minutes)

The lesson will open with a bell work assignment asking students to find the axis of symmetry. We will then discuss the bell work assignment along with the homework assigned in the previous lesson. Once this discussion is finished, I will show students how to find the roots of a parabola given its graph. Once I finish this miniature lecture, I will use my iPad, connect it to the projector, and project the game Angry Birds onto the screen. I will then use the game to model the project I have designed for the students that incorporates finding the axis of symmetry, vertex, and roots of the graph of a quadratic function. (Attached to this lesson plan is the exact assignment I give the students.) Accommodations/Adaptations Ms. Brown or Ms. T will be in the room working with students who have special needs. Within the class, there are a variety of special needs including hearing impaired, emotionally impaired, and other impairments that hinder learning. Most work can be done using the TI-Nspire handheld calculator. Students will be able to use their books, notes, and calculators for any homework or assessment they have. I will be circulating around the room as much as possible throughout practice so that I can answer any questions they may have and provide extra scaffolding.

Practice Within this lesson, there was not a whole lot to practice on. The only lecture I have planned is for finding roots on a graph, which will take very little time. Within that lecture, I will however have on a PowerPoint various graphs and will ask students to verbally tell me where the roots are located on the graph. Other than that, the class period will consist of going over homework problems and modeling the project. Check for Understanding/Closure Throughout the modeling of the project, I will be asking students to find the different components that I ask for verbally so that I will know that they understand exactly what I am asking for within the project. Through this, I will be able to assess their understanding of what they know and need to do for the project at hand. Outcomes/Assessment/Evaluation Unit quiz on quadratics will be given at the end of the unit.

Teacher Reflections: There was quite a bit going on in this lesson, which made it hard to transition well. Other than that, students were fairly receptive to the lesson and seemed to grasp the concepts from the previous day. During the modeling of the project, I had to ask some probing questions in order for them to give me the information I wanted. They seemed to enjoy the way I presented the project to them through using Angry Birds as well. One thing I would like to do differently with the project would be to make it more involved with more content added such as having students find the equation of the parabola and write a short essay for why they chose the particular parabola they chose instead of having them give me a sentence or two.

Assigned: 3/15/2013

Due: 3/26/2013 3/22/2013 for 5pts EC 3/25/2013 for 2 pts EC Project: Finding Parabolas across Detroit

The following project will coerce you to open your eyes to the world inside of Detroit in search of these wonderful figures called parabolas!!! Your project will proceed as follows: 1) Find a parabola within Detroit city limits. You can either take a picture of the parabola or find a picture of one on the internet (still must be within Detroit City Limits!!! ); The Ambassador Bridge, McDonalds sign, and any letters of the alphabet are off limits! Once you have the picture, import that picture into a Microsoft Word Document. 2) Give a description describing the location of the parabola (cross-streets) and why you chose that parabola. 3) Using a PENCIL, draw a coordinate plane on a piece of graph paper and trace your parabola onto that coordinate plane. 4) Also using a PENCIL, from your drawing, a. Locate the vertex of your parabola and give the coordinate b. Draw the axis of symmetry through that point and give the equation for that line c. Locate the roots of the parabola and give the coordinates of those roots d. Tell whether the function opens up or down and tell if the leading coefficient a is positive or negative. Checklist of items: __Picture of a parabola within Detroit City Limits. (2 points) __Location of the parabola (cross-streets). (2 points)

__Description of why you chose this parabola. (4 points) __Parabola traced onto coordinate plane locate on graph paper. (2 points) __Locate and give the equation for the line of symmetry. (3 points) __Locate and give the coordinate of the vertex. (3 points) __Locate and give the roots of the parabola. (2 points) __Tell whether your parabola opens up or down. (1 point) __Tell whether the leading coefficient is positive or negative. (1 point) __Everything is neat and orderly. (5 points)

LESSON PLAN #4 Student Teachers Name: Richard Rice Grade Level 11 Topic/Unit: 5.1 Parabolas Date: 3/18/2013 School: DIA District: DPS

GLCE/HSCE A2.6.1 Write the symbolic form and sketch the graph of a quadratic function given appropriate information (e.g. vertex, intercepts, etc.) Objectives Students will be able to: 1. Graph quadratic functions. 2. Find vertex, axis of symmetry, maximum, and minimum of a quadratic function. 3. Find the roots of a quadratic function from its graph. 4. Relate parabolas to everyday life. Learning Resources and Materials Microsoft PowerPoint Computer Projector iPad Educreations application located on iPad Large Whiteboard Miniature Whiteboards Development of Lesson Introduction

Bellwork: Simplify the expressions: 2(x+2) x(x+y) -2x(x-2) 3x(2x-2) The bell work will serve as a review for simplifying expressions using the distributive property. This assignment will be used as a launching point for my lesson on expanding polynomials to standard form. Methods/Procedures Agenda: - Bell Work (7 Minutes) - Bell Work Discussion (5 Minutes) - Lecture (20 minutes) - Group activity (10 minutes) The lesson begins with a short bell work asking students to use the distributive property to simplify the given expressions. We will then have a discussion about the bell work that will be recorded using the educreations application on my iPad and posted on the website I created for my Algebra 2 classes. Once this is finished, I will begin my lecture regarding expanding polynomials into standard form. I will be teaching the distributive property rather than the FOIL method the textbook teaches. My reasoning for teaching in this way is that I believe this method will help them more in the future because FOIL is limited only to polynomials with 2 terms in each grouping. I will use the following examples to show my method for solving these problems: Y=(x+2)(x+3) Y=(x-2)^2 + 4 Y=(x+2)(x-2) For each step I will explain exactly what I am doing and provide the proper scaffolding in order for students to be able to grasp the concept. I will then have students break into groups and, using the miniature whiteboards, I will have solve practice problems. Note:The lecture along with Bell Work will be available online for students to access at mrricesalgebra2class.weebly.com. Accommodations/Adaptations Ms. Brown or Ms. T will be in the room working with students who have special needs. Within the class, there are a variety of special needs including hearing impaired, emotionally impaired, and other impairments that hinder learning. Most work can be done using the TI-Nspire handheld calculator. Students will be able to use their books, notes, and calculators for any homework or assessment they have.

I will be circulating around the room as much as possible throughout practice so that I can answer any questions they may have and provide extra scaffolding.

Practice To be solved in groups: Y=(x+2)(x-3) Y=(x+2)^2 Check for Understanding/Closure I will check for understanding through the group practice problems previously given. I will also have an Exit ticket asking students to solve a problem using the method given in the lecture. Outcomes/Assessment/Evaluation Unit quiz on quadratics will be given at the end of the unit.

Teacher Reflections: Using the iPad to give a lecture was a lot of fun and the students seemed to enjoy it. There was a slight glitch, however, with the videos I created that particular day, so students will not be able to access those particular lectures. Teaching the distributive property rather than FOIL was a long process. However, I think students were able to grasp the concept toward the end of the lecture. I did, however, take too much time for the lecture and practice and did not leave enough time for the exit ticket. In order to make sure this does not happen again, I need to keep better track of time.

LESSON PLAN #5 Student Teachers Name: Richard Rice Grade Level 11 Topic/Unit: 5.1 Parabolas Date: 3/22/2013 School: DIA District: DPS

GLCE/HSCE A2.6.1 Write the symbolic form and sketch the graph of a quadratic function given appropriate information (e.g. vertex, intercepts, etc.) Objectives

Students will be able to: 1. Graph quadratic functions. 2. Find vertex, axis of symmetry, maximum, and minimum of a quadratic function. 3. Find the roots of a quadratic function from its graph. 4. Relate parabolas to everyday life. Learning Resources and Materials Microsoft PowerPoint Computer Projector iPad Educreations application located on iPad Large Whiteboard Graph paper Development of Lesson Introduction Bellwork: Expand into standard form: y=(x-2)(x+3) y=(x+4)(x+2) y=(x-5)(x+3) Methods/Procedures Agenda: - Bell Work (7 Minutes) - Bell Work Discussion (5 Minutes) - Give a reminder about the project due on the following Tuesday. - Lecture (20 minutes) - Group activity (10 minutes) The lesson begins with a short bell work asking students to simplify the polynomials using the method given in the previous lecture. We will then discuss the bell work and launch directly into the final lesson of the unit: graphing quadratic functions. To teach this lesson, I will use a PowerPoint that was given to me by my mentor, but modified in such a way that I feel the students will be able to respond well. Once I have given the lesson, I will have students break into groups and graph a set of problems as I circulate around the room checking for understanding. Accommodations/Adaptations Ms. Brown or Ms. T will be in the room working with students who have special needs. Within the class, there are a variety of special needs including hearing impaired, emotionally impaired, and other impairments that hinder learning. Most work can be done using the TI-Nspire handheld calculator. Students will be able to use their books, notes, and calculators for any homework or assessment they have.

I will be circulating around the room as much as possible throughout practice so that I can answer any questions they may have and provide extra scaffolding.

Practice To be solved in groups: Y=(x+2)(x-3) Y=(x+2)^2 Check for Understanding/Closure Exit ticket: graph the following problem using a table: y=x^2 + 2x+3 Outcomes/Assessment/Evaluation Unit quiz on quadratics will be given at the end of the unit.

Teacher Reflection This lesson was one of the worst experiences I have had as a student teacher. I ignored the fact that we have been teaching students how to graph on the calculator for the entire year without teaching them much about how to graph on paper so that we could make them proficient on the calculators for the ACT. As a result, I made my students in first hour suffer through a lecture on graphing quadratics by hand using a table, in which students did not retain any information and were confused throughout the entire duration. Once I showed them how to use a table to graph, I noticed that students were completely confused and realized that I would not have enough time to spend as much time as it would take in order to teach this lesson well before the break. As a result, I stopped torturing the students, showed them how to graph on the calculator, and allowed them to graph on the calculator for the practice problems and exit ticket I gave to them. In third hour, I decided to quickly go through the lesson I had planned just to show them how to graph by hand if they were interested. Once I finished, I proceeded the same way as I did in first hour: showed them how to graph on the calculator and allowed them to use the calculator to perform the practice problems and exit ticket I had planned.

Reflections on the Unit as a Whole: Overall, the unit was a lot of fun to teach and I think the students were able to learn a lot. One of the most frustrating things about teaching this unit was the fact that there was a lot of time in between the individual lessons. Over the course of the unit there was a two day professional

development for teachers where students did not have school and three different tests the students had to take that took up class time. Because of this, I was not able to teach 3 day in a row throughout the course of the unit and I had to spend more time reviewing the previous concepts than had there not been so many breaks in between lessons. I have not figured out a way to combat this other than to be proactive as a teacher in finding out exactly when tests need to take place so that I can plan accordingly. Despite the breaks, many of the activities within the lessons went well and students really enjoyed them. The only lesson that did not go very well was the lesson on graphing parabolas. There was not enough time in order to teach this fully before the break and in the day that I tried to teach the lesson, students did not understand anything that I was telling them. If more time was allotted, I would provide more scaffolding for students and spend a few days going through the graphing process instead of trying to teach the lesson in one day. Since I had already created the assessment, any question that consisted of graphing I either made extra credit or was very lenient with grading the question. For the most part, the assessments were good and most students grasped the concepts. However, there are a few different areas that I will need to spend a little more time on with students in order for them to master the content fully, namely finding roots and graphing.

Contents of the Appendix: Pre-test with Student work Bell Work: List different parabolas in everyday life. Exit Ticket from lesson #4 Project: finding Parabolas across Detroit. Unit Assessment with Student Work.