guide them through the activity within the following link: Use appropriate tools strategically. 1. Click on the link: 2. Follow the directions below the graph under the heading “The simplest Attend to precision. Case Y=constant, (y=c)” Sketch the graph of y=0x2+0x+12 on your note-sheet, in the standard form Look for and make use of for a quadratic equation y=ax2+bx+c, what does it appear that does to the ‘c’ structure. graph? 3. Follow the directions underneath the heading ‘Linear Equations. (y=bx) Look for and express 4. Sketch the graph of three different b values with at least one being regularity in repeated negative when a and c are zero, what does it appear that b represents? What reasoning. happens when a c value other than zero is added to the equation? 5. Follow the directions underneath the heading “The squared term. (y=ax2)” Transition: the computers, summarize our findings, and apply what we Let’s log off learned about quadratic functions to two different situations. Materials: Engagement Make sense of problems and . persevere in solving them. Exploration Preparation: Reason abstractly and Students can either come back from computer lab or get into a quantitatively. Explanation discussion/independent practice formation. Each student will answer the Construct viable arguments questions below independently. This will serve as a formative assessment for Extension and critique the reasoning the lesson. of others. Evaluation Facilitation of Learning Experience: Model with mathematics. Phase 3: Summarize Sketch a graph and write one sentence in order to answer the following
guide them through the activity within the following link: 1. Click on the link: 2. Follow the directions below the graph under the heading “The simplest Case Y=constant, (y=c)” Sketch the graph of y=0x2+0x+12 on your note-sheet, in the standard form for a quadratic equation y=ax2+bx+c, what does it appear that ‘c’ does to the graph? 3. Follow the directions underneath the heading ‘Linear Equations. (y=bx) 4. Sketch the graph of three different b values with at least one being negative when a and c are zero, what does it appear that b represents? What happens when a c value other than zero is added to the equation? 5. Follow the directions underneath the heading “The squared term. (y=ax2)” Transition: Let’s log off the computers, summarize our findings, and apply what we learned about quadratic functions to two different situations. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Engagement Exploration Explanation Extension Evaluation Materials: . Preparation: Students can either come back from computer lab or get into a discussion/independent practice formation. Each student will answer the questions below independently. This will serve as a formative assessment for the lesson. Facilitation of Learning Experience: Phase 3: Summarize Sketch a graph and write one sentence in order to answer the following Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics.
Quadratic_Functions_Lesson.docx