Scott Dixler

Lesson Plan
Lesson
Number
Section
Number
Section Title
Standard(s)

Central Focus

Academic
Language

Lesson 1 Day 1
Conic Sections - Parabolas
1. NCTM C2: Understand how mathematical ideas
interconnect and build on one another to produce a
coherent whole.
2. NCTM R1: Create and use representations to organize,
record, and communicate mathematical ideas.
3. Common Core HSF-BF.A.1: Build a function that models
a relationship between two quantities.
While students are familiar with a parabola as a
representation of a quadratic function, now we are
looking at parabolas as a conic section, and discovering
properties of parabolas.
Students will learn to recognize the relationship between
the standard form equation of a parabola and its
graphical representation.
Conic Section (from the internet): a figure formed by the
intersection of a plane and a right circular cone. May be a
circle, an ellipse, a parabola, or a hyperbola, depending
on the angle of the plane.
Parabola (pg156): Let a, b, and c by constants, a 0. A
parabola is the graph of a quadratic function f(x) =
ax2+bx+c, which is U-shaped, opening upwards or
downwards.
Parabola (pg797): The set of points in a plane that are
equidistant from a fixed point and a fixed line. The fixed
point is called the focus and the fixed line is called the
directrix of the parabola.
Equation (pg86): A statement that two mathematical
expressions are equal.
Function (pg30): A relation in which each element in the
domain corresponds to exactly one element in the range.
Vertex (pg798): The lowest/highest point on a parabola
with a vertical axis, or the leftmost/rightmost point on a
parabola with a horizontal axis.

Focus (of a parabola) (pg798): A point on the axis of

symmetry |p| units from the vertex of the parabola.
Directrix (of a parabola) (pg798): A line perpendicular to
the axis of symmetry that is |p| units from the vertex of
the parabola.
|p|: The positive value distance from the vertex to the
focus and the vertex to the directrix.
Goals and
Students will be able to
Objectives
Compare previous understanding of parabolas to their
(make sure to new understanding.
bold or
Draw conclusions about the graph of a parabola based
italicize the
on its equation, and vice versa.
language
function(s))
Activity
What is the teacher doing?
What are the students
doing?
Activity 1:
Pass out handout (which
Record the goals and
Opener (5
starts with the goals and
objectives in notebooks
min)
objectives for the day) and
and ask any clarifying
read these out loud to the
questions about the goals
class. Ask if there are any
and objectives for the day.
questions about what our
focus for the day will be.
Activity 2:
Anticipatory Set:
Students will record the
(time)
Introduce Conic Sections:
definition of conic sections
Today were going to be
on their handout in the
Relevant
talking about conic sections
blank provided.
Objective(s):
and parabolas. Write Conic
CU, PF, MR,
Sections on board. Show
PS
what conic sections are
using the physical cones
provided. Show parabola,
ellipse, and hyperbola. Also
draw the two cones on the
board. Then write out
definition of conic
section on the board.
Activity 3:
-Transition to talking
Students will recall and
(time)
exclusively about parabolas. communicate their past
Were only going to talk
knowledge of parabolas.
Relevant
about parabolas today.
Objective(s):
-Tell me everything you
CU, PF, MR,
know about parabolas, from
PS
this class and past years.
2

Activity 4:
(time)
Relevant
Objective(s):
CU, PF, MR,
PS

Activity 5:
(time)
Relevant
Objective(s):
CU, PF, MR,
PS

Activity 6:
(time)
Relevant
Objective(s):
CU, PF, MR,
PS
Activity 7:

Write what they say on the

board.
-Present old definition of
parabolas from p156;
parabolas as the graphical
representation of a
quadratic.
-Write parabola, focus,
directrix, and vertex on the
board off to one side, to
come back to this later. (this
is where I will write the
definitions)
-Do first activity on handout,
constructing a parabola on a
graph as the set of all points
equidistant from a fixed
point and a fixed line. Draw
this on board, having them
do this on paper. Give them
only a few points as
examples, and have them
find the rest.
-The shortest distance from
the parabola to the directrix
is always a perpendicular
line to the directrix.
-Define parts of the parabola
by writing out the definitions
on the board (parabola,
focus, directrix, vertex)
-Label parts of graph per
student suggestions
-Find standard form of
equation of a parabola, (x
h)2 = 4p(y k), with vertex
(h, k).
-Explain what |p| is.
-Do first half of example 1:
Sketch the graph of x2=8y
and label vertex.
Whats the first thing we
do?
Solve: put in form (x 0)2 =
4(2)(y 0)
-Explain what |p| is
3

Students will construct a

parabola on their handout
using the new process.
Students will come up to
the board and place
individual points on the
graph.

-Record these instructions

as notes, paying special
attention to the equation
of a parabola.
-Suggest what parts of the
graph match the
definitions
-Help construct the
standard form of equation
of a parabola
Suggest steps for solution.
Record example, steps,
and result.

Record as notes.

(time)
Relevant
Objective(s):
CU, PF, MR,
PS
Activity 8:
(time)
Relevant
Objective(s):
CU, PF, MR,
PS
Activity 8.5:
(time)
Relevant
Objective(s):
CU, MR
Activity 9:

Activity 10:
(time)
Relevant
Objective(s):
CU, PF, MR,
PS

Activity 11:
(time)
Relevant
Objective(s):
PS
CU, PF, MR,
PS

-Present method of finding

vertex, focus, and directrix
-A parabola always opens
towards the focus and away
from the directrix.
-Do second half of example
1, finding the focus and
directrix of x2=8y
-Show that 8=4p, so p=2, so
first points of focus &
directrix are |2| units from
vertex of parabola.
Ask why questions.
Why do we call this the
focus?
Why do we call it |p|?
Why are there || signs on
either side of p?
-Draw a sideways parabola
on a graph. Pose the
question, If we want a
parabola that looks like this,
how do we change the
equation? Have a
discussion about this.
Solution: switch equation
from y=x2 to x=y2.
Do example 2, sketching
and labeling vertex, focus, &
directrix of the parabola y2=
-2x.
-And 4p=-2, so p=-1/2, so
first points of focus &
directrix are |1/2| units from
vertex of parabola.
-Discuss sideways parabolas
as we do this problem.
-Example 3, graph the
parabola y = (-1/8)(x+3)2+2.
To solve, rewrite in form (x
h)2 = 4p(y k). Etc.

Suggest steps for solution.

Record steps and result.

Students will answer

questions, and ask their
own questions.

Students will suggest what

steps we can take and find
the rule.

Students will tell me what

steps to do to find the
result.

Students will discover and

suggest the first step, then
solve the rest like the last
example, by telling me
what steps to do to find the
result.
-If students are having a
hard time figuring out the

Activity 12:
(time)
Relevant
Objective(s):
CU, PF, MR

Hand out quick quiz to

students. No more than 5
minutes for quiz. No name
on them. Once finished,
students pass around and
grade someones, then
receive questions about
material.

Activity 12:
(time)
Relevant
Objective(s):
CU, PF, MR,
PS

Example 4, find equation of

parabola with focus (3,-4)
and directrix y=2. Graph,
label focus, directrix, and
vertex. Done as a class with
the whiteboard.
(step 1: find |p|. step 2: find
vertex. step 3: write
equation.)
Example 5, write 2x = y2
+4y +12 in the form (y k)2
= a(x h).
Solution: complete the
square. Move 12 to left,
figure out how to complete
square, then add the right
thing (+4) to both sides.
Factor right side into (y k)2
(k is +2). Now pull out
coefficient from left side so
that new coefficient of x is 1.
Now its in the correct form.
Closure:
Review of what we learned:
-Parabolas as defined by
focus & directrix, standard
form equation, how to find
focus/directrix/vertex from
equation.

Activity 13:
(time)
Relevant
Objective(s):
CU, PF, MR,
PS

Activity 14
(close):
4 minutes
Relevant
Objective(s):
CU, PF, MR,
PS

Re-read the goals/objectives

from the day.
Close: Well be finishing up
5

first step, they will talk for

1 minute at their tables to
determine it.
Take quick quiz, grade a
peers quiz, and ask
questions about the
material.

-Students will determine

the steps necessary to
construct the equation,
suggesting the steps to
me.
-Students will write their
steps to completing this
exercise on their handouts.
-Students will attempt to
work through the exercise
as normal, and realize that
it is impossible with the
exercise as it is. Students
will then use problem
solving to determine that
they must complete the
square, with minimal help
from me.

Students will recall what

we have learned for the
day, helping them better
retain the lesson.

If you run out

of time
If you have
extra time

Students with
special needs
CU:
PF:
MR:
PS:

with parabolas tomorrow

and moving on to ellipses.
Youll have a homework on
section 10.1, due ___.
If there is not enough time to finish the lesson as planned
we will
If there is time left at the end of the lesson we will
Example 6: Graph the equation (y 1)2 = -0.5(x 2) with a graphing
calculator.
Solution: Solve equation for y. Get y = 1 +/- sqrt(-0.5(x 2)). Now
separate into two, so you can plot 1 + ~~ and 1 ~~. Then graph on
calculator.
No students with IEP or 504 modifications.

Conceptual Understanding
Procedural Fluency
Mathematical Reasoning
Problem Solving
Activities/Assessments that
address

Conceptual
Understandin
g
Procedural
Fluency
Mathematical
Reasoning
and/or
Problem
Solving
Lesson Reflection
Self Reflection: How did the lesson go? What things went well? What
things did not go as well as they could have? What things might you
change if you were to teach the lesson again next hour? What things
might you change if you were to teach this lesson again next year?

Did your students meet your objectives for the lesson? How do you
know?