to determine Instruct students to take all of the cards from the envelope. properties of Instruct students to match the cards that display the same function. quadratic As student groups complete the activity, walk around and check their groupings. relationships. When you visit a group to check their answers, assign each person in the group a number ( 1 ,2 or 3) SMP # 2 To debrief the activity use a Numbered Heads Together approach. Ask student Reason abstractly groups to do various questions such as of the equations on their desk most “Which and quantitatively. easily identifies a quadratic equation whose vertex is at? As students Call a number 1, 2 or 3 and ask the member of the group assigned that number to manipulate quadratic stand and hold up the card that displays the appropriate expression. If there is a expressions, they disagreement, ask students to defend their selection. have the opportunity Repeat this process multiple times. to develop proficiency with the Universal Design for Learning Principles (UDL) properties of This activity adheres to UDL Principle I: Provide Multiple Means of Expression operations. Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships Activity II requires that students make connections between the symbolic representation of a quadratic and properties of the graph of the quadratic. Closure Distribute a whiteboard/communicator, marker and eraser to each student How will Ask students to write the form of a quadratic equation that most clearly evidence of communicates that the quadratic has two positive x-intercepts on their whiteboard. student Ask students to hold up their whiteboards. attainment of Check answers, ask follow up questions such as is the common “What the lesson characteristics that should appear on all of the white boards?” outcomes be Repeat the process multiple times as time allows. determined?
to determine properties of quadratic relationships. SMP # 2 Reason abstractly and quantitatively. As students manipulate quadratic expressions, they have the opportunity to develop proficiency with the properties of operations. Instruct students to take all of the cards from the envelope. Instruct students to match the cards that display the same function. As student groups complete the activity, walk around and check their groupings. When you visit a group to check their answers, assign each person in the group a number ( 1 ,2 or 3) To debrief the activity use a Numbered Heads Together approach. Ask student groups to do various questions such as “Which of the equations on their desk most easily identifies a quadratic equation whose vertex is at? Call a number 1, 2 or 3 and ask the member of the group assigned that number to stand and hold up the card that displays the appropriate expression. If there is a disagreement, ask students to defend their selection. Repeat this process multiple times. Universal Design for Learning Principles (UDL) This activity adheres to UDL Principle I: Provide Multiple Means of Expression Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships Activity II requires that students make connections between the symbolic representation of a quadratic and properties of the graph of the quadratic. Closure How will evidence of student attainment of the lesson outcomes be determined? Distribute a whiteboard/communicator, marker and eraser to each student Ask students to write the form of a quadratic equation that most clearly communicates that the quadratic has two positive x-intercepts on their whiteboard. Ask students to hold up their whiteboards. Check answers, ask follow up questions such as “What is the common characteristics that should appear on all of the white boards?” Repeat the process multiple times as time allows.