Quadratic Functions lesson plan PDF

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Summary

8th grade algebra quadratics functions lesson. Based on factoring, solving and graphing quadratic functions. I taught this to an 8th grade algebra classroom and they loved it. fully written with TEKS, ELPS, instructions, and materials....

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Linear Factors and Quadratic Functions Lesson Andrea Doerrig - 8th Grade Algebra Materials- Calculators, Smart board, “Linear Factors and the Quadratic Functions Notes” printed worksheets, “Unit 10 day 10” Homework printed worksheets, Kahoot game. TEKSGrade 9 (7) A - graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry Grade 9 (7) A – Solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula. Lesson Purpose- Learners will solve for the solutions of a quadratic functions and demonstrate learning through an activity worksheet that will require them to sketch their solutions on a graph. ELPS- Speaking 3(D): speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency. Language Purpose/ObjectiveBeginner: The learner will correctly pronounce the vocabulary terms; quadratic function, xintercepts, zeros and parabola. Intermediate: The learner will identify where the zeros (x- intercepts) are located on the graph and orally state such as, “the x-intercepts are ….. and they are located where the parabola intersects the x-axis on the graph”

Advanced: The learner will give a simple explanation of how to determine x-intercepts from a quadratic function. Advanced High: The learner will completely solve a quadratic equation, verbally identify the solutions/x-intercepts, draw a complete graph of their solution and provide verbal evidence on why it is correct. Engage (10 Min) 1. Greet students as they come into the classroom. Instruct them to have their homework from the night before out and ready to turn in. 2. For the first couple minutes of class, walk around with the turn in bin and ask students to turn in their homework, and answer any questions they may have about it.

3. Our first activity will be a pre-assessment in the form of a Kahoot! game. I will project the Kahoot! game on the board and the students will use their phones and join in the game. 4. There will be about 8 questions on the Kahoot! After the Kahoot! game, I will begin to pass out the notes for the day. 5. As I am passing out the note’s worksheet for the day, have students get a calculator. 6. Without any explanation, I will draw a graph and parabola on the smart board. I will turn around and ask, “What is this?” (parabola) 7. I will then label different parts of the parabola and ask the class what each part is. This will be a refresher activity for the lesson they are learning today. And an introduction to graphing quadratic functions. Explore (15 min)1. Have the notes worksheet posted on the smart board. Share the objective for the day, “Today we are factoring quadratic equations, graphing them, and identifying the zeros.” 2. Begin with the first problem on the board, “factor x^2 – 2x -15” The students should be very familiar with the factoring process at this point in the year, so instead of me demonstrating, I will ask them “What are the factors?” Once I receive an answer, I will make sure the entire class agrees with it. This will allow me to assess that the students are all on the same page and we can move on. 3. The next problem on the worksheet is, “Solve x^2 -2x -15 = 0” I will say, “Now this problem is similar to the one we just did, but what is different about it?” (looking for answers such as we have to solve instead of factor, it is an equation rather than expression, etc.) Now to solve this equation, we have to solve the factors that we just found in the expression above. 4. I will give them about a minute or two to solve the factors on their own or with their table partners. They have used this equation in the past and should be familiar with it. After they have been given a minute to solve it on their own, I will continue to solve it on the smart board and post my answers. I will ask “Does anyone have any question about how it got these answers?” “Is anyone confused or lost?” Once I know that every student is caught up and on the same page, we will then move on. 5. The next step on the worksheet is graphing and identifying the zeros (x-intercepts) of a function. This will require the use of a calculator. 6. They will be instructed to put the function in the calculator and pull up the graph and table of coordinates. 7. I will ask “Who can identify the zeros for me?” They will then identify the zeros and will mark them in the graph. 8. I will ask “Can I graph our parabola from here?” “What else do we need to graph our parabola?” (looking for the answers, vertex, y-intercept)

9. The next step will be identifying the vertex of the graph. Identifying the vertex is a very important aspect of graphing quadratics. I will ask them to use their calculator to identify the vertex. Once I have received an answer of what the vertex it, I will ask them “How do you know?” and “Did you use the graph or the table to identify it?” (You can use both, but I want them to know how to identify the vertex from the table AND the graph) 10. Once the vertex is identified, I will ask “What else do we need to graph this parabola?” (y-intercept) 11. I will call on a specific student and ask them to identify the y-intercept of the parabola. Once they have identified it, I will mark it on the smart board and then draw the parabola. 12. Once I have it drawn on the board, I will walk around and make sure each student had it drawn on their worksheet and they have the zeros, y-intercept- and vertexes clearly identified. 13. Key guided question: “What do you notice about the factors of the expression, the solutions of the equation, and the zeros of the function?” (Call on several different students for answers) 14. The back of the worksheet is the same thing we just went over, This will give them a chance to use what they just learned and apply it on their own. 15. Give them a couple minutes to work it by themselves or with their table partners. Walk around the room and observe the students work and choose a couple students to demonstrate what they did at the smart board. 16. Once we have finished each problem, I will make sure each and every student agrees with the work shown on the board. Ask for a thumbs up or a head nod to make sure everyone is on the same page. Explain (5 min) 1. I will ask the students important guided questions. The first question will be, “How can you determine the solutions to a quadratic function from the equation?” 2. After a short discussion of the first question, I will move on the the next question. I will ask, “How can you determine the solutions from the graph? What about the table of points?” 3. We will discuss this equation as a class, the last question I will ask it “How do you know when an equation/expression is a quadratic?” 4. This class discussion will lead us into working independently or with their table peers on their worksheet Elaborate (20 min)1. The students will now work on their “Unit 10 Day 10” Worksheet for the remainder of class. This will allow them to apply the knowledge they just learned and access prior knowledge. 2. What-ever they do not finish will be their homework for the night.

3. I will be walking around the class, responding to questions that they may have about their worksheet. 4. The worksheet also contains questions from prior lessons within unit 10 that they will be completing.

Evaluate (10 min)1. For evaluation of knowledge, I will informally assess the students by having them participate in a post-assessment Kahoot! Game. There will be various questions over the content they just learned and prior content. 2. This will allow me to assess what the students still do not understand or commonly mistake an answer. For each commonly missed question, we will go over the question and correct answer as a class. 3. The 1st place, 2nd and 3rd place winner will receive a small piece of candy. References: Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary. (2013). Retrieved November 06, 2020, from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

T. (2009). English Language Proficiency Standards. Retrieved February 1, 2021, from https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf...