Transformations of Quadratic Functions Lesson Plan

Note: This is Part 1 of 2 of Lessons dealing with Transformations of Quadratic Functions.

Unit 9 - Lesson 3

Grade: _______8th/9th______
Date: ____Day 5 of Unit____

Name: _Autumn Mullins

Subject: __Algebra 1___

Determine what values of in = 2 makes the parabola open up or down.

Learning Objectives

Determine what values of in = 2 makes the parabola narrow or wide.

Student Learning
Targets

I can analyze a graph of a quadratic function and describe its characteristics to a friend.

AL COS and CCSS

Standards

Materials/Equipment

I can decide what makes a parabola narrow or wide

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 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.

AL COS 32)
[F-IF9]

Compare properties of two functions each represented in a different

way (algebraically, graphically, numerically in tables, or by verbal
descriptions)

AL COS 35)
[F-BF3]

Identify the effect on the graph of replacing () by () + , (),

and ( + ) for specific values of (both positive and negative); find
the value of given the graphs. Experiment with cases and illustrate
an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic
expressions for them.

LTF Worksheet Investigation Graphing Quadratic Equations

Graphing calculator or other graphing technology (i.e. Desmos)

Key Vocabulary: minimum, maximum

Warm-Up: Open-Ended Question (Differentiated Instruction)
Write an equation that fits the description for each bullet point below.

Pre-Instructional
Activities

Parabola with a minimum and one real root

Parabola with a maximum and no real roots
Parabola with a maximum and two real roots

Review any homework questions from the previous night and re-teach any concepts if
necessary.

Pass out the LTF worksheet to all students. Intentionally pair groups of students so that
readiness levels are distributed equitably. Today, the role of the instructor is that of the
facilitator as the students work together to uncover what makes a parabola narrow or
wide.

Teaching

Have student groups complete problems 1-10 on the Investigation page. After all
groups have completed, have the various pairs come to the board to explain their
explanations. Use good questioning to help students determine what makes a graph
narrower/wider and open up/down.
Think-Pair-Share: Have students complete problems 11-14 on their own. Then they will
turn to their partner to check work, and then different groups will share their findings
with the class.
Formative Assessment: Exit Slip

Closure

Write an equation of a parabola with a maximum that is wider than = 2 .

Next, write an equation of a parabola with a minimum that is narrower than = 2 .

Bibliography

Laying the Foundation Worksheet: Investigation Graphing Quadratic Functions