Lesson Plan Quadratic Applications Yr 11

Day: M T W T F Date: 18th Feb 16 Time: 1.35-2.25pm Year: 11

Learning Area: Maths Methods Topic: Quadratic Applications
Curriculum content description: (from ACARA) Mathematics Methods / Quadratic
relationships / Topic 1.1.9. Solve quadratic equations including the use of quadratic formula and
completing the square.

Students prior knowledge and experience: (Outline what the students already know about this
topic)
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Students have previously r ecognised features of the graphs of =

2 , =(p)2+q, and

=()(), including their parabolic nature, turning points, axes of symmetry and
intercepts.

Students can solve quadratic equations using three methods; factorisation, completing the
square, and the quadratic formula.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

Review the basic algebraic concepts and techniques required for a successful introduction
to the study of functions and calculus.

Learning objectives:

Evaluation:

On completion of this lesson, students will

be able to:

(Explain how you will know that lesson objective have

been achieved / monitor student learning)


" Students will demonstrate
understanding and fluency by working
in class on a set of written problems
from the class text.
" Page 31, Exercise 2.6, questions 2-12

(What will students know and be able to do at the

completion of the lesson specific, concise and
attainable objectives)

Students will be able to apply their
knowledge of quadratic equations to
find solutions in real world problems
involving quadratic relationships.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

" Paper / Pens / Pencils / Textbook
Tennis Ball
YouTube Access

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Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

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Have an awareness of students who may need more assistance or who have less
experience with this concept because they have come from Maths stream 2.
The exercise questions increase in difficulty so students who are advanced can continue to
be challenged as they progress.

Timing Learning Experiences:


5mins

10min



10min

1.
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Introduction: (How will I engage the learners?)

Students enter the room and prepare for mental maths activity.
Prayer.

2.

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help achieve
the learning objectives?)

PART 1
"

Mental Maths activity.

PART 2 - Explain real world quadratic relationships.

Quadratic Equations are useful in many areas;

" For a parabolic mirror, a reflecting telescope or a satellite dish, the shape is a Parabola and
is defined by a quadratic equation.
" Many questions involving time, distance and speed involve quadratic equations.
" Common questions involve Balls, Arrows or Missiles;

If you throw a ball straight up it will go up into the air, slowing down as it goes, then come down
again... ...and a Quadratic Equation tells you where it will be!

THROW A BALL UP TO SHOW STUDENTS THE IDEA OF UP/DOWN CONVERTING TO A PARABOLA ON A
DISPLACEMENT / TIME GRAPH. Its a parabola because it is slowing down as it moves away from its
origin and then speeds up again as it is coming back down.
DRAW A DISPLACEMENT / TIME GRAPH and show the ball going up and down.

SHOW STUDENTS VIDEO: Projectile Motion & Parabolas - Science of NFL Football (4 mins)
https://www.youtube.com/watch?v=HB4ws7RoA3M


Solving real world problems involving quadratics follows three general stages:
1. Take the real world description and make some equations.
2. Solve equations using methods we have learned (factorisation, completing the square,
quadratic formula, graphing).
3. Use your common sense to interpret the results.





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10 min PART 3 - Example of a real world quadratic problem.


A ball is thrown straight up, from 3m above the ground, with a velocity of 14m/s. Assume gravity
changes the balls speed by 5 m/s2 When does it hit the ground?



Knowing that the height of the ball as a function of time is quadratic, lets look at making an

equation.

height (h) = at2 + bt + c


Height starts at 3m so thats the constant term c = 3

The ball starts travelling up with a velocity of 14 m/s so thats the linear term bt = 14t

Gravity slows it down as it moves up at a rate of 5m/s2 so thats the quadratic term at2 = -5t2



height (h) = -5t2 + 14t + 3



The Qu is when does the ball hit the ground so we are looking for the time when height = 0.
0 = -5t2 + 14t + 3



Choose how we want to solve this equation for values of t:

Factorise ===>












So t = 3 seconds or - seconds.

Common Sense tells us we cant have a negative time so our answer is 3 seconds.




Another thing we can calculate is:

What is the max height that the ball reaches? From the turning point!










TP t value = -b/2a = -14/2(-5) = 7/5 secs
Max height ==> Sub in for h value = -5(7/5)2 + 14(7/5) + 3 = 12.8 m



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5 mins



10min





5 mins

PART 4 - Another example of a real world quadratic problem.
Text Exercise 2.6, pg 31 (ATTACHED)

PART 5
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Students to complete Ex 2.6, Qu 2 - 12.

Canvas the room helping out where necessary.

3.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

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Note that these sorts of real world problems are the very reason we study and learn
quadratics. Its important to think about how we can apply our knowledge in real world
situations.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

I am finding common ground with my Yr 11 ATAR students! Today I

introduced the notion of real world applications for the study of
quadratics with a video on the science of NFL football. This worked like
a charm for connecting with the boys and we could move on easily to
solving specific problems using calculations involving quadratics.
What I learned from this lesson however, had nothing to do with
teaching maths and everything to do with nurturing these boys as they
transition to manhood. Debriefing with my mentor after this lesson gave
me a deeper insight into the diverse roles and responsibilities of the
teacher and how these roles are influenced by the school culture. In
todays lesson, some of the boys watching the video laughed at slightly
inappropriate times. Her advice was that I could have stopped the
lesson and asked them to think about why they had laughed. Did they
think their laughter reflected discriminatory attitudes etc.
It was clear to me from day one that this school has very high
expectations on student behaviour and promoting christian values. My
mentors feedback made me realise that teaching maths content is not
always my primary role and at times my role may need to change so
that the students are also nurtured to grow in maturity and sensitivity.
All this from a lesson on quadratics!
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