Graphing Quadratic Functions Lesson Plan

Unit 9 - Lesson 1

Grade: _______8th/9th______
Date: ____Day 1 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Analyze the characteristics of graphs of quadratic functions.

Learning Objectives
Student Learning
Targets

AL COS and CCSS

Standards

Materials/Equipment

Create graphs of quadratic functions utilizing a table or by finding the axis of symmetry.
I can analyze a graph of a quadratic function and describe its characteristics to a friend.
I can create graphs of quadratic functions.

AL COS 27)
[F-IF4]

For a function that models a relationship between two quantities,

interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of
the relationship. Key features include intercepts; intervals where the
function is increasing, decreasing, positive or negative; relative
maximums and minimums; symmetries, end behavior; and periodicity.

AL COS 28)
[F-IF5]

Relate the domain of a function to its graph, and where applicable, to

the quantitative relationship it describes.

AL COS 30)
[F-IF7a]

Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more
complicated cases.
a. Graph linear and quadratic functions, and show intercepts,
maxima and minima.

Basketball Shot handout

Notes Graphic Organizer
Key Vocabulary Index Cards (with envelope) cutout
Real-life parabolas pages in sheet protectors
Expo markers (one for each student pair)
Scissors
Tape
Colored Pencils

Key Vocabulary: parabola, vertex, axis of symmetry, roots, maximum, minimum,

domain, range

Pre-Instructional
Activities

Before Class:
Prep notes packets in SmartBoard program
Print all handouts
Have Vocab/Envelope Cutout and Basketball shot page on each students desk
when they enter.
Warm-Up:
First Things First Cut out all vocabulary cards and envelope outline. When you have
finished, set cards and envelope aside and begin answering the first two basketball shot
questions.

After warm-up time has ended, use equity cards to call students up to the board to
draw their shots for basketball problems one and two. Point out that with only one or
two points, we can make the shot ring or miss the net. Next, have the students flip the
note page over. Using the three points, have the students determine the outcome of
the shot. Ask if there is any other possibility for the shot than the one that we
determined, and then play the video link showing the actual shot made by the player.
Establish that the path taken by the ball during the shot is called a parabola; then note
that we needed three shots to determine the path of the parabola.

Teaching

Now, distribute the guided notes packet to the students. Use the vocabulary cards to
define each piece of a parabola. Using the parent function = 2 and a picture of the
basketball shot, label the different pieces of the parabola. Have students use colored
pencils to color with purpose on the various graphs showing key vocabulary.
Formative Assessment: Think-Pair-Share. Students are seated in desks with predetermined partners. Pass out the real world examples of parabolas. (These are in sheet
protectors so that they can be re-used in various classes; the students do NOT keep
these pages.) Using expo markers, have student pairs outline every parabola they see in
their picture, label the maximum/minimum, the vertex, and the axis of symmetry. The
instructor walks around the room monitoring student progress and checking for
understanding. Then partner pairs present their picture to the class.
Scaffold instruction using We do/Yall do/You do practice problems through notes
packet. Students will discuss how to graph a parabola using a table, determine the
equation for the axis of symmetry, and use this equation to determine the vertex
without the picture of a graph present.

Closure

Formative Assessment: Exit Slip

Think of somewhere you can see a parabola in real life (THAT WE HAVE NOT ALREADY
DISCUSSED). What is it? (Example: McDonalds golden arches) Draw a sketch of it.
Answer the following:
Does/do your parabola(s) have a maximum or a minimum?
Where is the vertex?
Where is the axis of symmetry
Homework: Textbook Pg. 541 #s 1-21 [odd]

Differentiation

For the struggling student:

For students who take longer than most to complete a problem, modify
homework to #s 1, 5, 9, 13, 17, and 21.
Read aloud all directions for students with SLDs in reading or pair with a partner
who will be the designated reader in the group.
Provide the formula for the axis of symmetry at the top of every problem with
students with SLDs in math reasoning.
For the student who needs an additional challenge:
Challenge them to create their own equations where the axis of symmetry goes
through specific points, e.g. through (2, -1) or through (-4, 5), etc.

Bibliography

http://blog.mrmeyer.com/2010/wcydwt-will-it-hit-the-hoop/
http://mrshester.blogspot.com/2013/07/properties-of-quadratic-graphs.html
Real life parabolas found using Google Images
Glencoe Algebra 1 2014 Pgs. 543-544