students to use the Give each group a sheet of chart paper and several different color markers structure of Instruct group members to work collaboratively to complete the table on their group quadratic equations capture sheet. to determine Each member of the group records their algebraic representations along with properties of the algebraic representations of their group quadratic function on member’s quadratic the capture “group sheet”. relationships. Group members should complete the information in the chart. Each individual student should complete the and questions alone. ‘notice” “wonder” Instruct group members to share their and comments. “notice” “wonder” Instruct group members to come up with a summary of their discussions and record the information on the chart paper. Summaries should include: a graph. all 3 algebraic representations of the quadratic. the attributes (vertex, intercepts, concavity…) Instruct groups to post their chart paper. Instruct students to complete a Gallery Walk and look for connections between the attributes and the structure of the algebraic representations. Ask the following questions: (refer to the posted chart paper during discussion) Which form of the algebraic representation of a quadratic equation would allow you to easily indentify the: vertex? x-intercepts? y-intercepts? Ask the given form of a quadratic expression is not is the desired form, how can “If you rewrite the expression to reveal key properties of the quadratic function?” Display a quadratic equation in factored form such as
students to use the structure of quadratic equations to determine properties of quadratic relationships. Give each group a sheet of chart paper and several different color markers Instruct group members to work collaboratively to complete the table on their group capture sheet. Each member of the group records their algebraic representations along with the algebraic representations of their group member’s quadratic function on the “group capture sheet”. Group members should complete the information in the chart. Each individual student should complete the ‘notice” and “wonder” questions alone. Instruct group members to share their “notice” and “wonder” comments. Instruct group members to come up with a summary of their discussions and record the information on the chart paper. Summaries should include: a graph. all 3 algebraic representations of the quadratic. the attributes (vertex, intercepts, concavity…) Instruct groups to post their chart paper. Instruct students to complete a Gallery Walk and look for connections between the attributes and the structure of the algebraic representations. Ask the following questions: (refer to the posted chart paper during discussion) Which form of the algebraic representation of a quadratic equation would allow you to easily indentify the: vertex? x-intercepts? y-intercepts? Ask “If the given form of a quadratic expression is not is the desired form, how can you rewrite the expression to reveal key properties of the quadratic function?” Display a quadratic equation in factored form such as